Treating Trauma in Early Childhood by Utilising Eye Movement
Integration Therapy
by
Charmaine van der Spuy
201309510
Submitted in partial fulfilment of the requirements for the degree
Magister Artium Socialis Scientiae
(Clinical Social Work)
in the
Department of Social Work
of the
Faculty of Humanities
at the
University of Johannesburg
supervised by
Ms Laetitia Petersen
2014/10/22
ii
Acknowledgements
There are many people to thank for their constant love and support to the completion of this
dissertation:
I would like to thank my Saviour and King, Jesus Christ, for His grace, love and strength. You are
always with me and knowing You, is the greatest gift.
My loving husband Bernardus, thank you for your constant support and encouragement. You are a
safe haven and beacon of light.
To my loving parents, parents-in-law and family, thank you for your time, love and support. You
were always there when I needed advice or help. Thank you for always being the quite calm voice
in the storm.
To my mentor, colleague and friend, Elsa Struwig, for your guidance and wisdom. Being around
you is inspiring.
My supervisor, Ms Laetitia Petersen, for her much appreciated patience, guidance and support.
A special thanks to Amadea van Zyl for her contribution to the artwork used.
To all the children in this study, who were so brave to face and show me their deepest pain in order
to contribute to the knowledgebase of mental health.
To my dear friends. You mean the world to me. Your love, support and encouragement helped me
to persevere.
iii
Abstract
In South Africa, trauma is a vivid reality for many children. Unfortunately due to a lack of
resources and knowledge, many children in early childhood who experience trauma symptoms are
left untreated. Children in this developmental phase of early childhood, have a limited vocabulary,
which adds to the challenge of effectively treating trauma through alternative talk therapies.
Neurotherapies like Eye Movement Integration Therapy (EMI), which does not rely on the verbal
ability of the child, has therefore gained a lot of interest.
The goal of this study was to explore whether EMI can be a useful intervention in treating trauma in
early childhood. The objectives included to, i) determine whether or not a change in trauma
symptoms was evident from pre- to post-EMI intervention, using the Trauma Symptom Checklist
for Young Children (TSCYC); ii) explore the perceptions of parents/caregivers regarding EMI’s
effectiveness in the reduction of trauma symptoms; and iii) formulate conclusions and
recommendations regarding EMI’s implementation as a trauma intervention with children in early
childhood.
The researcher followed an exploratory design. The one-group pre-test/post-test design was utilised
for conducting the study. The study made use of the Trauma Symptoms Checklist for Young
Children (TSCYC), a parent/caregiver report that measures the prevalence and intensity of trauma
symptoms like anger, anxiety, dissociation, post-traumatic stress intrusion, post-traumatic stress
avoidance, post-traumatic stress arousal, post-traumatic stress total and sexual concerns, in order to
determine if a single EMI session could produce a change in trauma symptoms. The group was
measured prior to the administration of one EMI session, which according to Beaulieu (2004) is
sufficient to result in a measurable change in trauma symptoms. Two weeks later the group’s
symptoms were re-measured, using the same instrument. The prescribed EMI protocol was
followed.
Although the findings from studies of EMI with adults and teenagers appear promising, the
usefulness of EMI with young children has not been explored. The results from the study indicated
that all of the symptoms as measured by the TSCYC reduced significantly (p<.05) after a single
EMI session. It would therefore appear as if EMI might be a useful intervention strategy to treat
trauma experienced during early childhood.
iv
Table of Contents
Acknowledgements ................................................................................................................................. iii Abstract ....................................................................................................................................................... iv List of Figures .............................................................................................................................................. x CHAPTER 1: INTRODUCTION TO THE RESEARCH STUDY
1.1 Introduction ..................................................................................................................................... 1 1.2 Developing Significance for the Research Study ................................................................. 1 1.3 The Goal and Objectives of the Study ....................................................................................... 2 1.4 The Methodology ........................................................................................................................... 3 1.4.1 Design & Approach ............................................................................................................................... 3 1.4.2 Population and Sample ........................................................................................................................ 3 1.4.3 Data Collection Instrument & Method ............................................................................................ 4 1.4.4 Data Analysis ........................................................................................................................................... 4 1.4.5 Reliability & Validity ............................................................................................................................ 5 1.5 Ethical Considerations .................................................................................................................. 5 1.5.1 Informed Consent and Child Participant Assent .......................................................................... 5 1.5.2 Voluntary Participation ....................................................................................................................... 6 1.5.3 Explaining the Purpose and Nature of the Study ......................................................................... 6 1.5.4 Confidentiality ......................................................................................................................................... 7 1.5.5 Objectivity .................................................................................................................................................... 7 1.5.6 Leaving an audit trail ................................................................................................................................ 7 1.5.6 Ethical Clearance ........................................................................................................................................ 7 1.6 The Structure Of The Study ......................................................................................................... 7 CHAPTER 2: CHILDHOOD TRAUMA AND EYE MOVEMENT INTEGRATION (EMI)
THERAPY
2.1 Introduction ..................................................................................................................................... 8 2.2 Defining Trauma ............................................................................................................................. 8 2.3 The Neurobiology Of Trauma ................................................................................................... 10 2.3.1 The Brain Structures Involved in a Trauma-­‐Related Reaction ............................................ 10 v
2.3.2 The Brain and Trauma Reactions ................................................................................................. 11 2.3.3 Memory and Trauma ......................................................................................................................... 13 2.4 Symptoms of Early Childhood Trauma ................................................................................. 14 2.4.1 Anger ...................................................................................................................................................... 15 2.4.2 Anxiety ................................................................................................................................................... 15 2.4.3 Depression ............................................................................................................................................ 16 2.4.4 Dissociation ........................................................................................................................................... 16 2.4.5 Post-­‐Traumatic Stress ....................................................................................................................... 18 2.4.5.1 Intrusive/Re-­‐experience Symptoms ...................................................................................................... 19 2.4.5.2 Hyper-­‐arousal Symptoms ........................................................................................................................... 19 2.4.5.3 Avoidance Symptoms .................................................................................................................................... 19 2.4.6 Sexual Concerns .................................................................................................................................. 20 2.5 Trauma in South Africa ............................................................................................................... 20 2.5.1 Poverty ................................................................................................................................................... 20 2.5.2 HIV/AIDS ................................................................................................................................................ 21 2.5.3 Crime and Violence ............................................................................................................................ 21 2.6 Eye Movement Integration Therapy ...................................................................................... 22 2.6.1 Neurolinguistic Programming ........................................................................................................ 23 2.6.2 Eye Movements and the Brain ........................................................................................................ 23 2.6.3 EMI and Young Children ................................................................................................................... 24 2.6.3.1 Smooth Pursuit Eye Movements .............................................................................................................. 24 2.6.3.2 Attention and Concentration ...................................................................................................................... 25 2.6.4 Critique of EMI ..................................................................................................................................... 25 2.7 Conclusion ....................................................................................................................................... 26 CHAPTER 3: RESEARCH METHODOLOGY
3.1 Introduction ................................................................................................................................... 27 3.2 The Research Design .................................................................................................................. 27 3.3 Quantitative Component of the Study ................................................................................... 29 3.3.1 Quasi-­‐Experimental Design ............................................................................................................ 29 3.3.2 Data-­‐Collection Method: Trauma Symptom Checklist For Young Children .................... 29 3.3.2.1 Reliability ........................................................................................................................................................... 30 3.3.2.2 Validity ................................................................................................................................................................. 30 3.3.3 Data Analysis: The Statistical Package for Social Science and the Wilcoxon Signed-­‐
Rank Test .............................................................................................................................................................. 31 vi
3.4 Qualitative Component ............................................................................................................... 32 3.4.1 Data-­‐Collection Method: Semi-­‐Structured Interviews and Journal Entries ................... 32 3.4.1.1 Journal Entries ................................................................................................................................................. 32 3.4.1.2 Trustworthiness and Credibility of Qualitative Instruments ...................................................... 32 3.4.2 Data Analysis: Content Analysis and Journal Entries ............................................................. 34 3.5 Study Population and Sampling ............................................................................................... 34 3.6 Ethical Considerations ................................................................................................................ 35 3.6.1 Informed Consent and Child Participant Assent ....................................................................... 36 3.6.2 Voluntary Participation .................................................................................................................... 36 3.6.3 Explaining the Purpose and Nature of the Study ...................................................................... 36 3.6.4 Confidentiality ...................................................................................................................................... 37 3.6.4 Objectivity ................................................................................................................................................. 37 3.6.5 Leaving an audit trail ............................................................................................................................. 37 3.7 Defining The Intervention: Conducting the Pilot Study ................................................... 37 3.7.1 Arranging the Session ....................................................................................................................... 37 3.7.1.1 Preparation ....................................................................................................................................................... 37 3.7.1.2 Establishing Verbal Cues ............................................................................................................................. 39 3.7.1.3 Determining the Visual Range, Speed, Distance, and Tool ............................................................ 40 3.7.2 Conducting the Session ..................................................................................................................... 40 3.7.2.1 The Eye-­‐Movement Patterns ...................................................................................................................... 40 3.7.2.2 Between the Movements ............................................................................................................................. 41 3.7.3 Terminating the Session .................................................................................................................. 41 3.8 Summary .......................................................................................................................................... 41 CHAPTER 4: RESULTS AND DISCUSSION
4.1 Introduction .................................................................................................................................. 43 4.2 The Respondents ......................................................................................................................... 43 4.2.1 Reflexivity ............................................................................................................................................. 44 4.2.3 Difficulties Experienced with the Respondents ........................................................................ 45 4.3 An Analysis of the Effectiveness of EMI ................................................................................. 45 4.3.1 Anxiety .................................................................................................................................................... 47 4.3.2 Depression ............................................................................................................................................. 48 4.3.3 Anger ....................................................................................................................................................... 49 4.3.4 Post Traumatic Stress (PTS) ........................................................................................................... 50 vii
4.3.5 Dissociation ........................................................................................................................................... 51 4.3.6 Sexual Concerns ................................................................................................................................... 53 4.4 Clinical Issues Related to EMI .................................................................................................. 54 4.4.1 Theme 1: Challenges during the EMI Session with young children ................................... 54 4.4.1.1 Use of Finger Puppets .................................................................................................................................... 54 4.4.1.2 Somatic/Bodily Experiences ...................................................................................................................... 54 4.4.1.3 Lack of Concentration .................................................................................................................................... 55 4.4.1.4 Dissociation ........................................................................................................................................................ 55 4.4.2 Theme 2: Management of Strong Reactions .............................................................................. 56 4.5 Summary .......................................................................................................................................... 57 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction .................................................................................................................................. 58 5.2 Main Conclusions .......................................................................................................................... 58 5.2.1 Methodological Conclusions ........................................................................................................... 58 5.2.2 Contextual Conclusions .................................................................................................................... 59 5.2.2.1 Effectiveness of EMI ....................................................................................................................................... 59 5.2.2.2 Clinical Issues ................................................................................................................................................... 60 5.3 Limitations of The Study ............................................................................................................ 61 5.4 Recommendations ........................................................................................................................ 61 5.4.1 Recommendations for Social Work Practice ............................................................................. 62 5.4.2 Recommendations for Future Research ..................................................................................... 63 5.5 Final Conclusion ............................................................................................................................... 64 References ................................................................................................................................................. 65 APPENDIX A: PARENTAL CONSENT FORM ...................................................................................... 80 APPENDIX B: CHILD ASSENT FORM ................................................................................................... 82 APPENDIX C: INTERVIEW SCHEDULE ............................................................................................... 83 ANNEXURE D: JOURNAL ENTRIES ...................................................................................................... 86 APPENDIX E: ETHICAL CLEARANCE .................................................................................................. 93 APPENDIX F: EMI TRAINING CERTIFICATES .................................................................................. 94 viii
List of Tables
Table 1: Brief Description Of Each Respondent…………………………………………..
40
Table 2: Pre-Test And Post-Test Median Scores…………………………………………..
42
ix
List of Figures
Figure 1: The Trauma Pathway…………………………………………………………
11
Figure 2: The Structure Of The EMI Session In The Research Setting………………
36
Figure 3: The Seating Position For Conducting And Emi Session……………………
37
Figure 4: The Decrease Of Pre-Test And Post-Test Median Scores…………………
45
x
Chapter 1: Introduction to the Research Study
1.1
Introduction
Between April 2010 and March 2011, 54 225 serious cases of crime against children were reported
in South Africa (SAPS, 2011). According to Lewis (1999), such high figures suggest that many
South African children may encounter at least one traumatic event in their lives. Considering these
alarming statistics, it can be assumed that many children will require specialised rehabilitation to
assist them in coping with the trauma experienced.
The fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) (American
Psychiatric Association, 2013) determines that an event is classified as traumatic if a person was
directly or indirectly exposed to, or witnessed, death; was threatened with death; experienced a
serious injury or was threatened with a serious injury; or experienced sexual violence or was
threatened with sexual violence. Adding to this definition, Beaulieu (2004) asserts that an event can
be classified as traumatic if an individual or his/her significant other(s) considers it to be traumatic.
Scaer (2005) made an interesting observation that an individual’s response subsequent to a
traumatic event may result in a failure of his/her prevailing coping mechanisms. Thus, for the
purpose of this research study, trauma was classified as an individual’s (or his/her significant
others’) perception of an event that he/she considered as distressing enough to render his/her
fundamental coping mechanisms ineffective.
1.2
Developing Significance for the Research Study
The impact of trauma on the psychosocial well-being of children is well documented. Literature
indicates that trauma has a detrimental effect on the cognitive, emotional, and social well-being of
children (Kubeka, 2008; Sternberg, Lamb, Guterman & Abott, 2006). It has also been established
that children who experience trauma are at risk of developing Post Traumatic Stress Disorder
(PTSD), which may carry over into adulthood (Rivett, Howarth & Harold, 2006; Papalia, Olds &
Feldman, 2008). Traumatised children tend to struggle with adaption, and exhibit difficulties
ranging from deviant behaviour to levels of withdrawal (Milot, St-Laurent, Estier & Provost, 2010).
This finding implies that trauma has not only a neurobiological effect on children, but it also affects
their social interactions and the systems with which they interact. The latter statement is congruent
with both the neurobiological and the ecological systems’ perspectives, which form the foundation
of prevailing social work interventions (Larkin, 2006). Kakuma, Kleintjes, Lund, Drew, Green and
Flisher, (2010) established that children’s mental health is particularly important in middle-income
1
countries like South Africa, due to the positive link between good mental health and sound socioeconomic development. That said, therapeutic services such as psychotherapy and trauma
counselling are often too expensive and therefore inaccessible to many South African children.
Furthermore, a general lack of knowledge regarding trauma treatment in early childhood
exacerbates this problem (De Young, Kenardy & Cobham 2011; Lochat & van Niekerk, 2000).
Early childhood, defined as the developmental phase between the ages of three to seven years, is
considered a pre-operational stage of development (Papalia, Olds & Feldman, 2008). Children in
early childhood are further disadvantaged by their limited capacity to provide an accurate
representation of an event or experience due to their limited vocabulary and comprehension
(O’Tool & Chiat, 2006). This may be a challenge when applying conventional psychotherapy or
counselling since many of the therapeutic interventions are based on verbal ability and
comprehension (Beaulieu, 2004). This latter shortcoming makes the option of alternative therapies
that do not require verbal input on the part of the child, such as Eye Movement Integration (EMI),
extremely attractive.
EMI is a contemporary neurotherapy that requires minimal verbalisation from the client (Beaulieu,
2004). It is founded on the concept that traumatic experiences become fragmented and are therefore
not processed in the same way that typical memories are processed. EMI facilitates the integration
and processing of trauma memories on a multi-sensory level, which may then result in a reduction
of symptoms (Beaulieu, 2004; Struwig, 2008). Previous studies on the utilisation of EMI with
adults (Beaulieu, 2004) and adolescents (Struwig, 2008) appear promising, but evidence regarding
its successful application with young children remains undetermined.
1.3
The Goal and Objectives of the Study
The goal of this study was to explore the utilisation of EMI as an intervention in the treatment of
trauma during early childhood. The objectives of the study were to:
i) determine whether or not a change in trauma symptoms was evident from pre- to post-EMI
intervention, using the Trauma Symptom Checklist for Young Children (TSCYC);
ii) explore the perceptions of parents/caregivers regarding EMI’s effectiveness in the reduction
of trauma symptoms; and
iii) formulate conclusions and recommendations regarding EMI’s implementation as a trauma
intervention with children in early childhood.
2
1.4
The Methodology
Due to the limited amount of research on EMI’s usefulness with young children, the researcher used
a similar methodology to Struwig (2008), in order to replicate Struwig’s methodology but with a
younger age group. Struwig’s (2008) study made use of a mixed method approach. During her
quantitative data collection Struwig asked participants to complete the Trauma Symptom Checklist
for Children (TSCC), before and two weeks after, the application of a single EMI session.
Simultaneously she also conducted a semi-structured interview (for her qualitative data collection)
with the participants, two weeks after the EMI session. By doing this, Struwig determined that a
single EMI session managed to reduce the trauma symptoms in children between the ages of 14 and
16 years. In this study, the researcher also occupied both roles of researcher and practitioner.
Although the researcher conducted the EMI session, she was able to maintain objectivity in her role
as researcher, because EMI does not involve traditional counselling (i.e. talking in depth about
experiences and feelings). Therefore, the researcher did not analyse or counsel participants, but
rather observed and recorded their responses during the EMI sessions.
1.4.1
Design & Approach
Due to the limited research available on the topic, the proposed study was an exploratory one. Even
though Andreas and Andreas (1989) and Beaulieu (2004) have provided research on EMI as an
intervention technique, and Struwig (2008) researched the usefulness of this technique in treating
adolescent trauma, the utilisation of EMI in treating trauma in the early stages of development
(early childhood) has not been researched. In order to acquire a richer view on the utilisation of
EMI with young children, the researcher employed a mixed method, equal sequential approach.
This, approach involves first collecting and analysing quantitative data and then explains these
results in more details by collecting and analysing the qualitative data (Creswell, 2013). The
researcher therefore first collected the quantitative data through the TSCYC, analysed the results
through the Statistical Package for the Social Sciences (SPSS). She then built on these results by
collecting the qualitative data through a semi-structured interview, and analysing the results through
content analysis.
1.4.2
Population and Sample
The population of this study was children between the ages of five to seven years, living in
Gauteng, who have suffered a traumatic incident and who were experiencing trauma symptoms (as
set out in the Trauma Symptom Checklist for Young Children (TSCYC) for at least four weeks
prior to the data collection. A sample of twelve children was selected from the researcher’s private
practice and categorised as follows: three white females, three African females, three African males,
3
three white males. This sample size was determined by Stuwig (2008)’s study in order to replicate
her study and add to her findings. These children were new referrals. They did not form part of the
researcher’s clientele base. Non-proportionate quota sampling was utilised, since the researcher
attempted to increase the generalisability of her study by drawing a sample that was as comparable
to the population as much as possible (De Vos, 2011). Participants were not asked to pay for the
researcher’s service.
1.4.3
Data Collection Instrument & Method
The one-group pre-test/post-test design was best suited to the quantitative section of the study in
that it studies one group who will be tested before and after the intervention in order to determine
whether change was facilitated (Bless & Achola, 2000). According to Beaulieu (2004), change can
be expected after a single EMI session. Therefore, the researcher proposed that the intervention
comprise a single EMI session of 45 minutes, as suggested by Struwig (2008). The Trauma
Symptom Checklist (TSCYC) was the quantitative data collection instrument that was used. The
TSCYC is a standardised report, completed by the parent/caretaker to test the existence of trauma
symptoms in three to twelve year old children (Briere, 2005). The checklist describes a number of
things that children often think, feel, or do, and responses are scored on a four-point scale
depending how often the child experienced each event. The TSCYC has nine clinical scales,
measuring constructs such as Atypical Response (ATR), Anxiety (ANX), Depression (DEP), Anger
(ANG), PTS-Intrusion (PTS-I), PTS-Avoidance (PTS-AV), PTS-Arousal (PTS-AR), PTS-Total
(PTS-TOT), Dissociation (DIS), and Sexual Concerns (SC). The TSCYC was administrated prior to
the intervention, and again two weeks after the intervention.
Semi-structured interviews with the parents/caregivers of the participants were carried out two
weeks after the intervention, in order to gain a comprehensive representation of their perceptions
regarding the reduction of trauma symptoms in the participants. The interview programme
explained and described the different symptoms of trauma (as stated in the TSCYC) and then
sought the parent/caregiver’s perceptions regarding the change in trauma symptoms from pre- to
post-EMI intervention.
1.4.4
Data Analysis
According to Treiman (2009) the Statistical Package for the Social Sciences (SPSS) is one of the
most used and trusted tools for analysis of quantitative data. The SPSS was therefore used to
capture the study’s quantitative data. The Wilcoxon Signed Rank Test was used to compare the preand post-test scores of the TSCYC’s different clinical scales. Significance was set at p<.05. The
4
qualitative data from the journals and interviews was analysed through content analysis. This
technique allowed the researcher to define relevant categories to include (Hsieh &Shannon, 2005).
In this study, the categories that were identified were similar to the TSCYC categories (Ezzy, 2002).
Therefore, the themes included changes in the different symptoms, as listed by the TSCYC, namely
ANX, ANG, DEP, DIS, PTS-I, PTS-AV, PTS-AR, PTS-TOT, and SC.
1.4.5
Reliability & Validity
In their study, Briere et al., (2001) reported that the eleven scales of the TSCYC have proven to be
reliable as they effectively measure a client’s exposure to a traumatic experience. The TSCYC’s
reliability is high because it incorporates two validity scales that assess for over-reporting and
under-reporting of symptoms. The TSCYC’s validity is high, based on an evaluation in four
domains, which are scale inter-correlations, association with trauma, discriminant validity, and
diagnostic utility for PTSD (Briere, 2005). The TSCYC also demonstrates good reliability and
validity in studies conducted in the USA (Briere et al., 2001; Wherry, Graves & Rhodes King,
2008); however, it has not been validated in South Africa. This may be a possible limitation of the
study, due to the possibility that the participants may not be familiar with TSCYC concepts.
However, the researcher addressed the limitation by explaining all concepts and terms to the
participants before they completed the TSCYC in order to ensure comprehension of the concepts
and terminology.
The researcher ensured the trustworthiness of the qualitative data through persistent observation and
journaling, triangulation of methods, and compiling an audit trail so that others could confirm the
findings.
1.5
Ethical Considerations
The researcher completed the necessary EMI training through the Milton Erickson Institute of
South Africa (MEISA) and is suitably qualified to implement the EMI intervention. This training
involved a four-day workshop where the origins, theory and application of EMI were discussed in
detail. The workshop furthermore entailed practical sessions where the researcher had the
opportunity to practice using this technique on fellow colleagues under the supervision of the EMI
trainer.
1.5.1 Informed Consent and Child Participant Assent
The researcher obtained written informed consent from the relevant guardians of the participants
who were minors. Greene and Hogan (2005) emphasise that children, like adults have the right to be
5
informed about the nature of the research. They continue by stating that children also have the right
to give their assent on whether or not to participate. Children are also more likely to participate in a
positive manner if their rights are acknowledged and respected (Fraser, Lewis, Ding, Kellet &
Robinson 2005). Therefore, the researcher was sensitive to the children’s responses and assents, and
simultaneously respected their right to autonomy. (See Appendix A and Appendix B).
1.5.2 Voluntary Participation
The researcher ensured that the participants and their caregivers knew that their participation was
voluntary and that they could withdraw from the study at any time. Fisher (2004) emphasises that
voluntary participation includes that:
i) participants who form part of the caseload must be ensured that dissent will not result in
withdrawal of ongoing services; and
ii) participants who are not part of the caseload must be informed of alternative non-experimental
alternatives if they decide to withdraw.
Due to the fact that the researcher only selected participants who did not form part of her existing
caseload, she ensured that the participants understood that there would be no negative consequences
if they decided to withdraw from the study or give negative feedback in terms of the treatment.
1.5.3 Explaining the Purpose and Nature of the Study
The researcher explained and provided information regarding the purpose and nature of the study.
According to Fisher (2004), in the case of children this includes allowing them the opportunity to
ask questions about the purpose, duration, compensation, procedures, potential risks, and benefits of
the study. Therefore, the researcher explained the EMI theory, the protocol that was followed, and
the process of the study to the participants and their caregivers. The first part required the
parent/caregiver to fill in the TSCYC. The child participant then received a 15-20 minute EMI
treatment session (this reduced treatment time is explained in Chapter 3). After a two-week waiting
period, the TSCYC was completed again in order to determine whether or not there was a reduction
in symptoms. The second part of the study involved a semi-structured interview with the
parent/caregiver in order to explore their perceptions regarding the possible reduction of trauma
symptoms. It was explained that there have been no documented risks involved in the treatment of
EMI (Beaulieu, 2004; Struwig, 2008). However, due to the sensitive nature of the problem
(exposure to trauma), the intervention may evoke painful and overwhelming emotions, and it was
advised that in cases where participants might require additional counselling, the researcher would
assist them without charge. By doing this, the researcher ensured the well-being of the child.
6
1.5.4 Confidentiality
Confidentiality forms the foundation for ethical research (Farrell, 2005). The information obtained
remained strictly confidential and anonymous. The researcher also explained the limits of
confidentiality as stipulated by the South African Council for Social Service Professions (SACSSP)
to the participants and their caregivers. The data was stored appropriately and was only handled by
the researcher. Furthermore, because the proposed study was exploratory and involved therapeutic
interventions with children, the researcher submitted an application to the Ethics Committee for
approval.
1.5.5 Objectivity
The researcher occupied the role of both researcher and practitioner. In order to ensure that she
remained objective, the researcher was reflexive during the data collection by recording her
thoughts and feelings in a journal.
1.5.6 Leaving an audit trail
The researcher kept all the data collected in a safe at her office. The key to this safe is only
available to the researcher and her office manager. The data was kept safe and will be kept for a
period of 5 years, where after it will be destroyed
1.5.6 Ethical Clearance
The Ethics Committee of the University of Johannesburg provided the study with Ethical Clearance
(See Appendix E).
1.6
The Structure Of The Study
This study consists of five chapters. Chapter 1 serve as a general introduction and outline of the
study. Chapter 2 provides an in-depth literature study regarding the impact of childhood trauma, the
symptoms of trauma, and EMI. Chapter 3 focuses on the research methodology, and Chapter 4
discusses the findings of the study. In Chapter 5 the researcher brings the study to a close with
conclusions and recommendations.
7
Chapter 2: Childhood Trauma And Eye Movement
Integration Therapy
2.1
Introduction
Although the term ‘psychological trauma’ has enjoyed considerable attention in the past, it was only
recently recognised that children and adults respond differently to traumatic events (Levine &
Kline, 2007). It is evident that trauma remains a subjective experience (Beaulieu, 2004), which
implies that what may be considered as insignificant by one individual may be traumatic to another.
Early literature on children’s exposure to traumatic events describes the child as being relatively
unaffected by, and disengaged from the experience, implying that the child remains unaware of the
traumatic effect of the event (Evans, Davis & DiLillo, 2008). However, this viewpoint has recently
been rejected as contemporary research indicates that childhood trauma may lead to neurobiological
changes in the brain, emotional problems, and psychological disorders (Weber & Reynolds, 2004).
Despite the interest in, and focus on the phenomenon of trauma, little has been written about the
prevention and treatment thereof, and a need for brief and effective treatment strategies exists
(Levine & Kline, 2007).
This chapter focuses on the various definitions of trauma. The impact of trauma on neurobiology is
explained in order to show how EMI, a neurotherapy, may be promoted as an intervention strategy.
The different symptoms of trauma, as set out by the TSCYC, is discussed comprehensively to
illustrate further the impact of trauma on children. Due to the fact that EMI is a relatively new
intervention, a brief discussion focus on the protocol and aspects related to the EMI session.
Additionally, the symptoms of trauma and the theoretical underpinnings of EMI is discussed. The
chapter then concludes with the trauma spectrum relevant to South African children.
2.2
Defining Trauma
There are different definitions of trauma. Scaer (2005, p. 5) defines trauma as an “experience that
involves a threat to life while the victim is in a state of relative helplessness”. However, healthcare
professionals use the DSM-V criteria to determine whether or not an event is traumatic. This
definition states that “an event is traumatic if both of the following conditions were present: i) The
person experienced, witnessed or was confronted with an event that involved actual or threatened
death or serious injury, or a threat to the physical integrity of self or others, and ii) The person’s
response involves intense fear, helplessness, or horror” (APA, 2013, p. 463).
8
Although not all traumatic experiences lead to the development of Post Traumatic Stress (PTS), the
criteria set out for the purpose of this study require the development of PTS; therefore it is
necessary to provide a definition thereof. The APA (2013, p. 463) defines Post Traumatic Stress
Disorder (PTSD) as an anxiety disorder that may present subsequent to an incident that an
individual experienced as stressful and overpowering. It includes having intrusive flashbacks,
nightmares, or avoidance of any reminders of the event. Ruback and Thompson (2001) elaborate on
this definition by stating that four symptoms must be present in order to diagnose PTSD. These
symptoms are re-experience, hyper-arousal, avoidance, and numbing. Re-experience often occurs in
the form of nightmares or flashbacks of the event or situation. Hyper-arousal is described by Scaer
(2005) as a state of distress experienced inside the body and mind that an individual cannot seem to
get to subside. This results in a lower fear threshold. Consequently, when hyper-aroused, an
individual may perceive something as a threat that would normally not be considered as such. Scaer
(2005) further points out that hyper-arousal disturbs the individual’s sleeping patterns,
concentration, and sense of safety and security. The individual tries to restore homeostasis, which
then leads to the development of the third and fourth symptoms, namely avoidance and numbing.
Much progress was made by the DSM-V definition that now broadens the scope of trauma from ‘a
life- threatening event’ to include death, threat of death, actual serious injury or a threat of serious
injury, or actual or threatened sexual violence. This new definition also encompasses second-hand
and direct exposure. It adapts the criteria of intrusive symptoms, dissociative reactions, and
avoidance of stimuli specific to children, for example, re-enactments of trauma in play, and
frightening dreams without recognisable content (APA, 2013). However, Ozer and Weiss (2013)
criticise this definition, stating that it generalises how people respond to situations, and does not
include individual responses. The researcher agrees with Beaulieu (2004), who maintains that an
event should be considered traumatic if the individual or his/her significant others consider it to be
so. Therefore, focus is placed on the individual’s perception of an event, rather than the reality
thereof.
Based on the above, the researcher defined childhood trauma as a child’s reaction to or experience
of any event or stressor that is perceived by the child, or his/her significant others, as being
traumatic in that it overpowered the child’s ability to cope, and therefore altered his/her original
physical, cognitive, emotional, and psychosocial functioning. Therefore, for the purpose of this
study the type of trauma experienced by the child was irrelevant. What was relevant was that the
child has experienced trauma. Additionally, in order to explain how a neurotherapy like EMI might
be used to reduce the impact of trauma, it is not only important to understand how trauma is
9
defined, but also how it affects the brain. The following section focuses on the neurobiological
impact of trauma on the developing brain.
2.3
The Neurobiology Of Trauma
EMI is a neurotherapy that aims to reduce trauma symptoms through the integration of trauma
memories. In order to understand how EMI can be utilised to facilitate change, it is important to
understand the neurobiological effects of trauma. Trauma is thought to affect the individual at
various levels. Weber and Reynolds (2004) point out that trauma is considered to be not only a
psychological event, but also a physiological experience. Therefore, when a child is exposed to a
threatening situation, several biological systems and neurotransmitters are involved in determining
the child’s reaction (Briere & Scott, 2006). A discussion of all the involved systems is beyond the
scope of this study, and thus only the central systems will be discussed.
2.3.1 The Brain Structures Involved in a Trauma-Related Reaction
The brain comprises of a left and a right hemisphere, which are further divided into three main
regions, namely the forebrain, the midbrain, and the hindbrain (Mason, 2011). The forebrain is
mostly concerned with cognitive, motor, and emotional behaviours, and is thus associated with the
responses that occur in stressful situations (Charney & Nestler, 2004).
The forebrain consists of the following structures, the “cerebral cortex, limbic system, thalamus,
and hypothalamus” (Mason, 2011, p. 45). During her literature study the researcher observed that
despite considerable speculation regarding the structures in the forebrain, the amygdala and
hippocampus were always included. These limbic system structures form a “network that
contributes to emotion, learning and memory” (Struwig, 2008, p. 30). The cerebral cortex, though
not part of the limbic system, is also relevant due to its role in the processing of sensory material
(Mason, 2011). The locus cereuleus is located in the pons of the brain stem and plays a role in
psychological responses to stress (Donegan, Sanislow, Blumberg, Fulbright & Lacadie, 2003).
When faced with a threatening situation the brain structures that play a role are the amygdala,
hippocampus, cortex, and locus cereuleus. In order to understand how these structures function
during threatening situations, it is important to understand how they function under normal
conditions.
The amygdala is the structure in the brain involved in emotion and survival behaviour (Breedlove,
Rosenzweig & Watson, 2007). It processes emotions and determines where memories are stored in
10
the brain. The amygdala is functional from birth and begins to provide emotional importance and
meaning to stimuli that are related to affective states (Weber & Reynolds, 2004). Furthermore, it
modulates attention or vigilance, the valence of events/objects, and perceives the emotional
expressions of others (Donegan et al., 2003).
The hippocampus is responsible for memory formation and behaviour learning (Weber & Reynolds,
2004). Unlike the amygdala, the hippocampus only starts to function at age two, and fully mature at
age five (Weber & Reynolds, 2004).
The cerebral cortex is the layer of the brain referred to as the grey matter. It is divided into four
lobes, namely “the parietal lobe, the frontal lobe, the occipital lobe, and the temporal lobe”
(O’Brian, Kennedy & Ballard, 2008, p. 89), which all have different functions. The orbito-frontal
cortex is located directly behind the eyes, in the frontal lobe and is responsible for the cognitive
process of decision-making (Basavanthappy, 2007). Hence the orbito-frontal cortex regulates
conscious and unconscious “survival behaviour” (Scaer, 2005).
The locus cereuleus in the brain stem is a noradrenaline structure that secretes the hormone
adrenaline, performing a pivotal role in arousal and wakefulness (Donegan et al., 2003).
From the above section it is evident how these neurological structures influence individuals’
responses to trauma. In the following section, the neurological reaction to trauma, together with
how trauma memories are formed, will be discussed.
2.3.2
The Brain and Trauma Reactions
Emotional or physical trauma affects the individual at various levels. Weber and Reynolds (2004)
point out that emotional trauma is not only considered to be a psychological event, but is also a
physiological experience. The researcher finds Van der Kolk’s (1988) animal model of shock
helpful and accurate in explaining how human beings adapt to threatening situations. Van der Kolk
(1988) explains that animals respond with a “fight, flight or freeze” response when they are faced
with a threat. Human beings react in a similar fashion when they perceive that they are in danger.
This can also be referred to as the survival mode, and it is nature’s shortcut designed to help
humans and animals to react as quickly as possible when faced with danger.
A human being goes into survival mode when faced with trauma. The neurobiological response to
the trauma that is experienced or perceived, is that the locus cereuleus in the brain evaluates the
11
situation for its threat-based content and sends a message to the amygdala (Delima & Vimpani,
2011). The amygdala links emotional content to the stimuli received from the locus cereuleus
(Weber & Reynolds, 2004). After linking the emotional content to the stimuli, this information is
sent to the hippocampus, where cognitive meaning is assigned to the information (Weber &
Reynolds, 2004). From the hippocampus this information is relayed to the orbito-frontal cortex and
the Hypothalamus/Pituitary/Adrenal (HPA) axis, which is the body’s hormonal response (Scaer,
2005) that is activated. The relevant hormones are then secreted to enable the body’s stress response
and sent to the cerebral cortex that organises the survival behaviour.
When survival relies on a quick response, this fast pathway allows the amygdala to respond directly
to information from the sensory modalities before it is filtered, interpreted, and intercepted by the
orbito-frontal cortex. The orbito-frontal cortex can be considered the master regulator of survival
behaviour. According to Weber and Reynolds (2004), the orbito-frontal cortex filters and interprets
the stimuli and activates the body’s endocrine response. An example of this process would be an
individual who was attacked by a snake. A week later the same individual walks in a park and sees
a tree branch on the ground, that resembles a snake. Before the hippocampal-cortical can interpret
the information, the amygdala reacts, the fight or flight response takes over, and the individual
suddenly runs away thinking that it’s a snake. Figure 1 below illustrates this trauma pathway.
Figure 1: The trauma pathway
12
Scaer (2005) makes an interesting observation regarding the way in which trauma is stored in the
body when he points out that animals recovering from a ‘freeze’ response often continue with
movements that would be associated with an escape response, for example when an animal lying on
the ground continues to make running movements. There are a number of terms for this response,
but the researcher prefers Scaer’s (2005) term, which is “freeze discharge”. It is in the absence of
this “freeze discharge” that the adrenaline build-up associated with the threat and attempted escape
remain confined to the body and brain, leading to many symptoms that are associated with PTSD
(Scaer, 2005). In other words, people who are traumatised cannot heal from the trauma unless they
are enabled to complete the behaviours that they were unable to complete at the moment of the
trauma. This intense arousal is then stored in the body and unless it is treated, it can result in PTSD,
behavioural and emotional problems.
2.3.3
Memory and Trauma
Bjorklund (2005) describes memory as the process during which information is stored in and
retrieved from the mind. He states that previously memory was considered to be unitary, and that
the idea that there are multiple memory systems was only accepted later. Two memory systems that
are involved in the case of traumatic memory are explicit/declarative memory and implicit/nondeclarative memory (Cloninger, 2009). These two memory systems need to be connected for
effective functioning to take place.
Explicit/declarative memory involves the conscious recall of experiences and is closely linked to
the language system (Scaer, 2005). In other words, explicit memory involves ideas and experiences
of which a person is consciously aware. The hippocampus develops in the second year of life and is
responsible for explicit/declarative memory processes (Squire, 2004). This explains why individuals
cannot consciously recall experiences that occurred prior to the age of two years.
According to Peres, McFarlane, Nasello, and Moores (2008), implicit or non-declarative memory is
an unconscious process that eludes language. It does not follow a narrative and is thus considered to
be speechless. It refers to things that were learnt once and that can now be repeated without
consciously thinking about them, like riding a bicycle. Scaer (2005) maintains that the amygdala is
responsible primarily for storing the implicit/non-declarative memory.
The implicit and explicit memory systems are usually corroborated (Kaplow et al., 2006). When the
amygdala is over-stimulated due to extreme stress, the hippocampus is suppressed (Teicher et al.,
2003). In such a case, the implicit and explicit memories become fragmented, which result in the
13
implicit and explicit memories becoming detached from one another, leaving the traumatic memory
fragmented and full of gaps. In order for an individual to recover from the trauma, integration and
processing of the implicit and explicit memories are required (Beaulieu, 2004).
The above section highlighted the effects of trauma on a person’s neurobiological systems. This
information is important to promote our understanding of why EMI can be promoted as an effective
intervention for trauma treatment. However, EMI can only be effective as trauma intervention if
trauma-related symptoms have been identified and measured (Struwig, 2008). Hence, the different
symptoms of trauma will be discussed in the following section.
2.4
Symptoms of Early Childhood Trauma
Childhood trauma has a significant influence on the overall functioning of children (Perry, Pollard,
Blaickley, Baker & Vigilante, 1995). The relevant literature contains significant evidence that
trauma detrimentally affects the developing child at various levels (Goldman, 2005; Kagan, 2004).
Perry, Pollard, Blaickley, Baker and Vigilante (1995) report that children are most vulnerable to the
effects of trauma during the developmental phase of infancy and early childhood, and that trauma
has a negative effect on several developmental processes of very young children. Nemerhoff (2004)
points out a correlation between childhood trauma and neuropsychiatric symptomology in
adolescence and adulthood. Literature further reports on permanent changes in the developing brain
after a traumatic incident (Solomon & Siegel, 2003). Stover and Berkowits (2005) state that there
are reported cases where young children have experienced prominent personality changes after
traumatic experiences. These prominent effects may be because the brain is most sensitive to
environmental input and as a result, most vulnerable to stress during early childhood (Kay, 2009).
Therefore, it can be argued that during early childhood the effects of trauma can have a detrimental
effect on developmental processes such as emotion regulation, attachment formulation, and
autobiographical memory development (Ogle, Rubin & Siegler, 2013).
However, it is imperative to understand that not all children respond in a similar way to trauma, or
even develop similar symptomology. Kraminer, Meyr, Stein, Grimsrud, Seedat and Williams (2008)
maintain that a variety of individual, familial, and societal factors play a role in a child’s resiliency
to trauma. These factors include the age of the child, the meaning assigned to the event, and the
child’s mental efficiency (Kraminer et al., 2008; Monochino, 2010; Patel, Flisher, Nikapota,
Malhotra, 2008).
14
Children may present with a variety of symptoms after a traumatic experience. According to Briere
et al. (2008), the severity of the symptoms is predicted by the severity, intensity and amount of
trauma experienced. Levine and Kline (2007) state that young children have limited motor and
expressive language skills, and that resultantly their expression of their symptoms may differ from
that of older children. Furthermore, development in the early childhood phase happens at a rapid
rate, and if trauma symptoms persist, developmental milestones may be delayed (Levin & Kline,
2007). Thus, it is essential that trauma symptoms be assessed and treated during this crucial phase
of development.
The Trauma Symptom Checklist for Young Children (TSCYC) is a parent/caregiver self-report
questionnaire that assesses the presence and intensity of six different symptom domains, namely
Anger (ANG), Anxiety (ANX), Depression (DEP), Dissociation (DIS), Post-Traumatic StressIntrusion (PTS-I), Post-Traumatic Stress-Avoidance (PTS-AV), Post-Traumatic Stress-Arousal
(PTS-AR), Post-Traumatic Stress-Total (PTS-TOT), and Sexual Concerns (SC) (Briere, 1996). The
TSCYC was used as the quantitative instrument for this study and hence the different symptoms as
listed by the TSCYC will be elaborated on.
2.4.1
Anger
Anger can be described as an emotion characterised by resentment towards someone or something
(APA, 2001). Although anger is a normal way to release energy, excessive anger may be
detrimental to both physical and mental health (APA, 2001). Anger in traumatised children may
manifest in non-compliant behaviour, self-harming behaviour, unpredictable tantrums, or physical
aggression towards other people or possessions (Cohen, Mannarino & Deblinger, 2008). Aggression
may be expressed in young children through temper outbursts, tantrums, throwing toys, hitting,
bullying, biting, or kicking (Levine & Kline, 2007).
2.4.2
Anxiety
There is a correlation between childhood trauma and the development of anxiety (Heim &
Nemerhoff, 2001). The APA (2001) defines anxiety as an unpleasant emotion characterised by
feelings of tension, worried or concerned thought patterns, and physiological changes such as
increased blood pressure, dizziness, shortness of breath, sweating, or rapid heartbeat. Studies reveal
that individuals who suffered maltreatment in childhood present with more symptoms of depression
and anxiety in comparison to those with no history of abuse (Bufulco, Moran, Baines, Bunn &
Stanford, 2002; Heim & Nemerhoff, 2001).
15
Young children often develop new fears or even avoidant behaviours as a result of trauma. They
may express their anxiety by clinginess to a caregiver, becoming afraid of the dark/monsters/ghosts,
exaggerated protests, or a barrage of questions in an attempt to gain a sense of safety and control
(Levine & Kline, 2007). Furthermore, trauma affects the child’s perception of the world as a safe
place, which may result in the development of anxiety.
2.4.3
Depression
Studies display a significant link between childhood trauma and depression (Heim & Nemerhoff,
2001; Read, Van Os, Morrison & Ross, 2005). Depression includes “feelings of worthlessness,
excessive guilt, recurrent thoughts of death or suicide, a lack of interest in daily activities, weight
loss/gain, disturbances in normal sleep patterns, and a lack of energy” (APA, 2001, p. 308).
Depression has a negative impact on the psychosocial functioning of a child, and is also linked to
delinquent behaviours (Weisz, McCarty & Valeri, 2007). Children in different developmental stages
may express depression in different ways. Children who show symptoms of depression during early
childhood are less interested in play, show a decrease in overall energy, appear anxious, and may
perform self-harming behaviours. They may also be irritable and aggressive, and may struggle to
concentrate (Du, 2013). Therefore, even though the main symptom of childhood depression is a low
mood, the social worker should be aware of the various ways in which it can manifest.
2.4.4 Dissociation
The phenomenon of dissociation has long been known as a mental reaction to psychological stress.
“Dissociation involves a disruption in the usually integrated functions of consciousness, memory,
identity and perception” (Cromer, Stevens, DePrince & Pears, 2006, p. 136). An extensive range of
studies has established a relationship between trauma and dissociation in children (Cromer et al.,
2006; Diseth, 2005; Kiesel & Lyons, 2001; Macfie, Cincetti & Toth, 2001). During early childhood
a child assimilates experiences in order to develop an integrated personal history, perception of the
world, and a sense of self. However, children who are traumatised in the early childhood phase of
development may be unable to assimilate their experiences and consequently develop a fragmented
sense of consciousness, memory, identity, and perception (Macfie et al., 2001).
The theory of structural dissociation explains dissociation as a divide between the “Apparently
Normal Personality” (ANP) and “Emotional Personality” (EP) (Nijenhuis, Van der Hart & Steel,
2010). The EP repeatedly suffers from painful sensory reminders of the trauma and remains stuck in
the traumatic experience, while the ANP is associated with avoidance of the trauma, detachment,
numbing, and amnesia (Nijenhuis et al., 2010). Although they are part of the same individual, the
16
EP and ANP have different psychobiological variables, for example different ways of perceiving,
relating, and responding to the world (Nijenhuis, Van der Hart & Steel, 2005). According to
Putman’s (1997) theory of a trauma-related developmental pathway to structural dissociation,
young children are particularly vulnerable to dissociation. In young children, psycho-biological
functioning together with the sense of self, are highly state dependent. The child’s ability to
integrate and navigate between different behavioural states depends on the development of certain
brain structures that serve integrative functions (for example, the hippocampus and prefrontal
cortex) and the attainment of skills to sustain and modulate different emotional states. Secure
attachments with caregivers enhance the child’s ability to cohere among different behavioural
states. Thus, when a young child is traumatised, these psycho-biological processes are compromised
and may render the young child incapable of integration between different states (Van der Hart,
Nijenhuis, Steele & Brown, 2004). Structural dissociation can be divided into three levels, namely
primary structural dissociation, secondary structural dissociation, and tertiary structural dissociation
(Nijenhuis et al., 2005; Van der Hart et al., 2004).
Primary structural dissociation is dissociation in its simplest form. It involves a single ANP and a
single EP, with the ANP as the dominant part of the personality. Primary structural dissociation
encompasses uncomplicated forms of trauma-related disorders, such as basic acute stress disorder,
PTSD, simple dissociative amnesia, and simple somatoform dissociative disorders (Nijenhuis et al.,
2005; Struwig, 2008; Van der Hart et al., 2004).
Secondary structural dissociation involves a division beyond a single ANP and EP. In this case the
EP is sub-divided and fixed in “attachment crying (the sad part often experienced as a child),
avoidance of social rejection (the socially submissive ‘happy’ part), and the physical and relational
defence (angry, fearful, submissive, frozen parts), with a single ANP that remains intact”
(Nijenhuis, Van der Hart, & Steel, 2005, p. 910). Secondary structural dissociation usually develops
due to persistent and complex trauma and characterises more complex trauma-related disorders,
such as complex PTSD and Dissociative Disorders Not Otherwise Specified (DDNOS) (Struwig,
2008; Nijenhuis et al., 2005; Van der Hart et al., 2004).
Tertiary structural dissociation comprises the sub-division of both EP and ANP. This is the most
complex form of dissociation and is characteristic of Dissociative Identity Disorder (DID), which is
often co-morbid with complex PTSD (Van der Hart et al., 2005). Trauma in early childhood may
prevent the development of an integrative pre-trauma personality, therefore leading to the
development of more than one ANP (Van der Hart et al., 2004). Furthermore, the sub-division of
17
the ANP can occur during the traumatic experience or at a later stage, when features of daily life,
replicate the traumatic experience and therefore reactivates the memories and emotions associated
with the event. (Struwig, 2008; Van der Hart et al., 2005).
In summary, it is clear that dissociation is a complicated phenomenon and that the social worker has
to identify and explore each dissociative part of the personality in order to construct the content for
integration to take place.
2.4.5
Post-Traumatic Stress
The post-traumatic stress syndrome is a consequence of the inability of time to heal all wounds
(Van der Kolk, McFarlane & Meisaeth, 2007). Despite the human ability to adapt and survive,
traumatic experiences can alter all aspects of functioning to such a degree that the memory of one
event can taint all other experiences. Even though most people who are exposed to a traumatic
event are able to continue with their daily lives without being haunted by the incident, there are
those who cannot seem to integrate the traumatic experience and they then go on to develop the
symptoms of PTS. Individuals differ in respect of their responses to trauma, which may include
symptoms of a variety of mental disorders, for example, Post Traumatic Stress Disorder (PTSD),
acute stress disorder, general anxiety disorder, depressive disorders, or adjustment disorders
(Pervanidou, 2008; Van der Kolk et al., 2007). In order to make a diagnosis of PTSD, four
symptoms should be present, namely re-experience, hyper-arousal, avoidance, and numbing
(Ruback & Thompson, 2001; Beaulieu, 2004). There is no set pattern for the development of these
symptoms and they may develop in any combination. The symptom of re-experience often occurs in
the form of nightmares or flashbacks to the event or situation. Another important aspect to bear in
mind in the case of PTSD is that the onset of the symptoms must be four weeks after the incident,
and that the PTSD symptoms must be present for more than one month after the traumatic event
(APA, 2001). The onset and duration of the symptoms set a diagnosis of PTSD apart from a similar
disorder called acute stress disorder. In the case of acute stress disorder, the onset of the symptoms
occurs within weeks after the incident (Sadock & Sadock, 2012).
For the purpose of this study intrusive/re-experience, hyper-arousal, and avoidance symptoms will
be discussed in the following section, since they are the symptoms measured by the TSCYC
(Briere, 1996).
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2.4.5.1 Intrusive/Re-experience Symptoms
Intrusive or re-experience symptoms are one of the key symptoms that develop after a traumatic
event. They often present as flashbacks or nightmares and visual, auditory, physiological, and
emotional responses to the trauma (Kleim, Bryant, Graham & Ehlers, 2013). These intrusive
symptoms occur spontaneously, and the individual is often unaware of what might have triggered
the re-experiencing. Individuals who have experienced trauma frequently perceive these intrusions
as threatening and either attempt to avoid any reminders of the event, or are mobilised to seek help
(Laposa & Rector, 2012).
2.4.5.2 Hyper-arousal Symptoms
Hyper-arousal is described as a constant state of abnormal activation. Scaer (2005) describes hyperarousal as a state of distress inside the body and mind that an individual cannot seem to subdue.
Hyper-arousal results in a lower fear threshold, and it also leaves the individual vulnerable to other
life stressors (Kendall-Tachett, 2000). In other words, the brain becomes threat-sensitive. The
trauma is stored in the body, which results in the body over-reacting when facing of a new stressor.
Consequently, when hyper-aroused, an individual may perceive something as a threat that usually
would not be considered as such. In children, hyper-arousal may present in sleep patterns, difficulty
with concentration, startle responses, and intrusive thoughts (Kendall-Tachett, 2000; Scaer, 2005).
2.4.5.3 Avoidance Symptoms
Avoidance symptoms often develop as a result of the intrusive and hyper-arousal symptoms.
Avoidance can take two forms:
i) internal avoidance, which is an attempt to avoid distressing memories, thoughts or feelings
associated with the event, and
ii) external avoidance, which includes avoiding external reminders of the event, for instance people,
places, activities, conversations, and objects (APA, 2013).
It is critical to understand that children may express their PTS symptoms in different ways,
depending on the event, the severity and duration thereof, and the child’s developmental age
(Carrion, Weems, Ray & Reis, 2002; Levendosky, Huth-bocks, Semel & Shapiro, 2002). In early
childhood, children may express their symptomology through play, drawings, and stories, and may
display various symptoms, including fears unrelated to the event (for example monsters), separation
anxiety, inattentiveness, impulsivity, withdrawal, and regressive behaviours (Carrion et al., 2002;
Levendosky et al., 2002; Vickerman & Margolin, 2007; Wherry et al., 2008).
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2.4.6
Sexual Concerns
During childhood, children internalise experiences of self and self in relation to others (Spies,
2005). This implies that children will process experiences and attach meaning to them in terms of
how they relate to the self. Thus, the child will internalise certain messages to create an internal
working model, which will ultimately determine how he or she responds and relates to others. Many
children who have been sexually abused, raped, or exploited may display a wide array of sexual
behaviours that might cause concern. Children who display inappropriate sexual behaviour may be
reacting out of their own victimisation (Kellogg, 2005). Literature suggests that behaviour often
displayed by sexually abused children includes loss and powerlessness, low self-esteem, anger and
hostility, guilt and shame, avoidance of intimacy, pseudo-maturity or developmental regression,
self-destructive behaviours, and/or inappropriate sexual behaviour (Kellogg, 2005; Spies, 2005).
Young children may display behaviours indicative of preoccupation with sexual behaviours,
repetitive sexual behaviours like masturbation, compulsive sexual play, developmentally
inappropriate knowledge, and interest in sexual activities (Levine & Kline, 2007; Spies, 2005).
Children may develop a variety of symptoms after exposure to a traumatic event. These symptoms
affect not only their neurobiology, but also their emotional, behavioural, and social functioning.
Thus, it is important for health care professionals to be equipped with techniques and interventions
that can help reduce these effects of trauma. Even though trauma is a universal phenomenon, its
causes may differ from country to country. Each country has unique challenges that might make its
population vulnerable to trauma. Therefore, in the following section, the researcher will highlight
some aspects in the South African context that may create vulnerabilities for trauma.
2.5
Trauma in South Africa
Trauma is a universal phenomenon that is not confined to space or time. It can take on a variety of
forms, such as natural disasters, car accidents, crime and violence, and physical illness or injury.
Like all other countries, South Africa has its problems. The country is confronted by poverty,
HIV/Aids, and a high incidence of crime and violence, which leaves its citizens, and especially the
children, vulnerable to trauma. The primary causes of trauma in South Africa will be discussed in
the following section.
2.5.1
Poverty
Despite significant changes in post-apartheid South Africa, a number of socio-economic issues still
require attention. According to Statistics South Africa (2013), 31.3% of the South African
population currently lives below the poverty line. This is a matter of concern, considering the link
20
between poverty and mental health. Literature indicates that living in communities with a high
poverty rate increases the risk of exposure to trauma (Evans & Kim, 2007; Klest, 2012). Poverty
exposes children to ongoing trauma, and also places them at risk of becoming perpetrators of future
victimisation (Kiser, 2007). Furthermore, children from poor communities also face possible
traumatic physical and social risk factors, such as adults living dysfunctional lifestyles, family
stressors, violence, abuse, neglect, financial instability, and substance abuse (Evans, 2004; Evans &
English, 2002; Evans & Kim, 2007; Lupien, King, Meaney & McEwen, 2000). As a result, children
living in poor communities may be constantly exposed to victimisation due to a higher than average
population of perpetrators and other physical and social risk factors. This exposure to ongoing
trauma and re-victimisation often results in the development of PTS (Spinnazola, Blaustein & Van
der Kolk, 2005; Kiser, 2007), which could easily turn into a vicious cycle of victimisation and revictimisation due to trauma if the trauma experienced by these children is not effectively treated.
2.5.2 HIV/AIDS
Even though many people may die from other illnesses and diseases, HIV/AIDS is highlighted in
this section because of its high prevalence in South Africa. Despite the progress made with regard
to the treatment of people diagnosed with HIV/AIDS, the number of deaths due to this virus is still
increasing. With 5.6 million people living with HIV, South Africa is the country with the highest
incidence of HIV in the world (AIDS Foundation South Africa, 2011). Of these 5.6 million people,
approximately 270 000 have died from HIV-related illnesses. These statistics have devastating
effects on the infected persons, and on their children. Children are often raised in households where
family members are sick or have died of AIDS. Furthermore, the features and factors associated
with the treatment of HIV/AIDS, for example syringes, hospitals, blood, and death often form part
of children’s living environment (Freeman, 2004) and undoubtedly exposes them to trauma.
2.5.3
Crime and Violence
During 2013 a total of 2 217 862 crimes were reported in South Africa. These included 599 633
crimes of contact (crimes against a person), 126 936 contact-related crimes (arson or malicious
damage to property), 563 114 property-related crimes, 9 988 car hijackings, 34 892 robberies and 2
745 cases of neglect and ill-treatment of children (Statistics South Africa, 2013). International and
national studies show that being a victim or even witnessing a crime or violence can lead to
negative outcomes and difficulties in functioning (Kaminer & Eagle, 2010). Between 2001 and
2013 there was a progressive increase in crime in South Africa (Crime Stats SA, 2013), which has
resulted in a large percentage of the population, including children, possibly suffering from
symptoms of PTSD (Kaminer & Eagle, 2010).
21
In summary, the unique challenges that confront South Africans, such as poverty, crime, violence,
and HIV/AIDS make them particularly vulnerable to trauma-inducing events. This is supported by
the South African Police Services report (SAPS, 2011), according to which an astounding total of 2
071 487 cases of serious crimes were reported during the year of reporting. Furthermore, studies
indicate that between 5 300 000 and 5 900 000 people in South Africa live with HIV/AIDS
(UNAIDS, 2011). These high statistics are concerning and further highlight the unique trauma
spectrum in South Africa. Over time researchers have shown an interest in trauma, and with the
increasing incidence of crime and violence in South Africa (SAPS, 2011), one can assume that there
will be an increase in the number of people exposed to traumatic experiences. Ever since the
inclusion of PTSD in the DSM-III (APA, 1987), the search for brief and effective treatment
methods to successfully address psychological and physical distress has been widespread. Various
therapeutic interventions are available for the treatment of trauma, including solution-focused
therapy (Berg & Steiner, 2003), hypnotherapy (Wester & Sugerman, 2007), narrative therapy
(White & Epston, 1990), and cognitive behaviour therapy (Beck, 2011). However, the researcher
believes that many of these interventions that address trauma are time-consuming and do not
produce lasting effects. Beaulieu (n.d.) adds that even though alternative therapies have been used
to reduce stress symptoms, they have failed to produce lasting results. Recent studies on trauma and
memory propose that traumatic experiences are stored in the temporal lobe that involves in
memory, and are also stored as somatic sensations (Levine, Lazrove & Van der Kolk, 1999). This
suggests that traumatic experiences are also stored in emotional affect states. Therefore, traditional
talk therapies (which rely on verbal communication) may be unsuccessful in treating trauma when
used on their own.
2.6
Eye Movement Integration Therapy
Since Eye Movement Integration Therapy (EMI) combines aspects of talk therapy with
neurotherapy to treat traumatic memories, many therapists have exhibited profound interest in EMI,
which is a modern and powerful treatment based on the idea that previously traumatic experiences
are fragmented and restricted to the limbic system with the result that it is not processed in the way
that other material is usually processed. The process involved includes unlocking previously
suppressed information and passing it through to the conscious areas of the brain where it can be
processed and integrated in a holistic manner. Beaulieu (2004) comments that it is this effect of
integration and processing on a multi-sensory level, combined with the activation of positive
memory, that results in the reduction of trauma symptoms. Although the treatment does not require
much effort from the client, the therapist does need adequate training to perfect the technique and
its accompanying movements.
22
2.6.1 Neurolinguistic Programming
EMI has its roots in Neurolinguistic Programming (NLP) and was influenced by the works of
Milton H. Erickson, Fritz Perls and Virginia Satrir (Bandler & Grindler, 1979). NLP can be
described as a way of arranging and understanding how subjective experiences are processed and
stored in the brain (Einspruch & Forman, 1985). Thus, it offers a way in which people can reprogramme their brains to facilitate change.
NLP focuses on the link between how people represent their worlds in terms of language and
neurology, and how these two systems interact to form behaviours (Struwig, 2008). The founding
fathers of NLP, John Grinder and Richard Bandler (1979), determined that certain mental processes
involved in storing information in different modalities and the brain can be affected by certain
observable behaviours such as facial expressions, tone of voice, perspiration, heart rate, and eye
movements, which they termed “accessing cues”. This led to further studies regarding eye
movements by Andreas and Andreas (1989), which revealed a joint relationship between eye
movements, sensory modes, and thought patterns. The realisation that eye movements can affect
and change thought patterns led to the development of the EMI technique (Andreas & Andreas,
1989). Beaulieu studied under Steve and Connirae Andreas, and with their permission Beaulieu
adapted and further developed the EMI technique (Struwig, 2008).
2.6.2
Eye Movements and the Brain
Although the idea that eye movements are related to internal thought patterns was first suggested by
William James in 1890, it was only during a study in 1977 that Robert Dilts realised that eye
movements are linked to cognitive and neurophysiological processes (Dilts, 1998). As a result of
these studies, the following eye movement patterns were identified:
i) “eyes up and left: non-dominant hemisphere visualisation, i.e. remembered imagery;
ii) eyes up and right: dominant hemisphere visualisation, i.e. constructed imagery and visual
fantasy;
iii) eyes lateral left: non-dominant hemisphere auditory processing, i.e. remembered sounds,
words, and tonal discriminations;
iv) eye lateral right: dominant hemisphere auditory processing, i.e. constructed sounds and
words;
v) eyes down and left: internal dialogue or self-talk;
vi) eyes down and right: feelings, both tactile and visceral; and
vii) eyes straight ahead, but defocused or dilated: quick access of almost any sensory
information, but usually visual” (Dilts, 1998, p. 33).
23
In view of the completed research, it is clear that empirical evidence indicates the link between
certain eye movements and internal representational systems (Dilts, 1998; Beaulieu, 2004; Grinder,
DeLozier & Bandler, 1977; Bandler & Grinder, 1979; Dilts, Grinder, Bandler & DeLozier, 1980;
Struwig, 2008). Therefore, by using the 22 eye movement patterns identified by the EMI model,
certain eye movement patterns adapted from Dilts’s research, can access and change internal
thought processes.
Even though this association between eye movements and thought patterns is accepted, our
understanding and evidence regarding the precise neurological underpinnings of EMI are still
lacking. Beaulieu (2004) speculates that binocular rivalry and inter-hemispheric switching may
possibly explain the mechanisms of EMI. It is a well-researched fact that inter-hemispheric
switching can occur under various conditions, including sleep-like behaviours, language, and
binocular rivalry (Schmidt, 2008). Binocular rivalry is the term used to explain the process of
alternating perceptual states after the presentation of different images to the eyes separately, which
causes the eyes to compete for conscious perception (Pettigrew & Miller, 2000). However, in the
case of certain psychological disorders there may be a delay in this inter-hemispheric switching.
Pettigrew and Miller (2000) for example, noted that patients with bipolar disorder experience a
delay in inter-hemispheric switching. Beaulieu (2004) speculates that this delay in inter-hemispheric
switching also occurs during an overwhelming experience. It is speculated that EMI with its
repetitive, smooth movements may restore communication between the hemispheres, resulting in
the integration of the fragmented memories (Struwig, 2008).
2.6.3
EMI and Young Children
2.6.3.1 Smooth Pursuit Eye Movements
During wakefulness, conscious and unconscious mechanisms control our eye movements. This
suggests a neurological complexity that is absent from eye movement during sleep (Beaulieu,
2004). Three basic types of eye movement occur during wakefulness, namely fixation, saccades,
and smooth pursuits. Fixation is the action of focusing on a fixed point without deviation so that the
image is focused on the region of the retina where vision is optimal (referred to as the fovea). This
usually takes place in conjunction with saccades (Hollingworth, Williams & Henderson, 2001).
Saccades are rapid movements of the eye to a new target. This can be either a conscious or an
unconscious process (Carpenter, 1988). Smooth Pursuit Eye Movements (SPEM) involve following
a mobile target so that the image remains on the fovea. All three of these eye movements are
controlled by a complex set of interactions between the cortex, brainstem, and cerebellum (Suzuki,
24
Yamada, Hoedema & Yee, 1999). EMI utilises SPEM to access traumatic memories (Beaulieu,
2004).
According to Hofsten and Rosander (1997), SPEM increases with age. In their study, the authors
concluded that the smooth-pursuit system is less mature in children. Whether or not this will
influence EMI is yet to be determined. Struwig (2008) reported no challenges to this immature
smooth-pursuit system in her study.
2.6.3.2 Attention and Concentration
Attention, which seems like a relatively simple and mindless act, is in fact a complicated construct.
Attention can be defined as the ability to select and orient oneself in response to external stimuli,
which is important if one wants to remain focused in order to achieve certain goals (Brownell &
Kopp, 2007). An individual can pay attention in one or more modality, and in each modality
attention has various components, for example decision-making and motor orientation (Essa, 2013).
During EMI treatment the client is expected to follow the 22 eye movements with his/her eyes. This
then requires the ability to pay attention mainly by using the visual modality. The age-appropriate
expectation in terms of the child’s ability to concentrate by using mainly the visual modality should
be considered. Struwig (2008) recommended that when utilising EMI with children, the treatment
should be reduced to approximately 30 minutes. Studies indicate that concentration increases with
age, and that children between the ages of five and seven years should be able to concentrate for
approximately 4-15 minutes (Goldberg, 2001; Essa, 2013; Palfrey, Levine, Walker & Sullivan,
1985). For this reason the researcher found a pilot study helpful in order to estimate the ageappropriate length of sessions.
2.6.4
Critique of EMI
Like many other exploratory techniques, EMI has received some criticism. Some practitioners are
of the opinion that the exact mechanisms of EMI lack empirical validation, which would make it
unethical to practice this technique on clients (De Villy, 2001). Adding to this is the concern of the
lack of literature and knowledge regarding the science of EMI and how it brings forth change in
patients (Russel, 2008). Still, however there are those practitioners who continue to believe in the
technique stating that the results that they have experienced in their practice speak for itself (Dr.
Hartman, personal communication, 3 August; Struwig, personal communication, 30 January, 2014).
This is supported by Beaulieu (2004), who states that the understanding of the functional
mechanisms of a procedure does not determine its usefulness.
25
From personal encounters the researcher found that some individuals speculate that although EMI
may facilitate change in patients, this change may not only be ascribed to the EMI alone, but rather
to other factors including the therapeutic relationship and other psychotherapy concepts. Beaulieu
(2004), however states that there is a distinction between EMI therapy and alternative therapies in
that during the EMI session the therapist does not assume the role of counsellor. During no part in
the session does the therapist give advice or council the client. The therapist rather allows the
technique to do the work, by tapping into the traumatic memory and facilitating the integration of
new information. Dr W. Hartman (personal communication, August 3, 2012) confirms this by
adding that the role of the EMI therapist is to facilitate the process, not to analyze or council. In this
study therefore the researcher only conducted a single EMI session, in order to exclude any possible
effects of a therapeutic relationship.
Despite the critique, the researcher is therefore of opinion that EMI may be a useful technique and
its benefits should be further explored.
2.7
Conclusion
As a result of South Africa’s high crime and violence statistics and some challenging socioeconomic and health factors, trauma has become an expected part of life. From the above section it
is clear that trauma has a devastating effect on children, in particular on the developing child.
Symptoms such as anxiety, aggression, dissociation, PTS, and sexual concerns may lead to
deteriorating the functioning of the child. Owing to the young child’s lack of verbal ability to
express him/herself adequately, a brief therapy that does not rely on verbal ability is required. EMI
promises to provide a reduction in the symptoms of trauma after only one session. If this holds true,
social workers will be empowered and enabled to assist many young children with trauma
symptoms in a short period of time. This might contribute to the healthy emotional and
psychological development of many children.
26
Chapter 3: Research Methodology
3.1
Introduction
Methodology forms the foundation of any research study. It can be considered the blueprint for the
study, providing an exact outline of how the study will be conducted or executed. Therefore,
methodology refers to the research process and how results are obtained (Greene & Hogan, 2005).
The purpose of the study was to explore the utilisation of EMI as an intervention in the treatment of
trauma during early childhood. Since the intention was not to evaluate the effectiveness of EMI, but
rather to explore its usefulness, the researcher followed an exploratory design. The one-group pretest/post-test design was utilised for conducting the study. The design is simplistic in that it involves
only one group with single measurements (De Vos, 2011). The group was measured prior to the
administration of one EMI session, which was believed to be sufficient to result in a measurable
change in trauma symptoms. Two weeks later the group’s symptoms were re-measured, using the
same instrument. The prescribed EMI protocol was followed, however based on the findings from
the pilot study the length of the sessions were reduced to between 15 and 20 minutes, rather than the
30 minutes recommended by Struwig (2008).
Whereas Chapter 1 contained only a brief overview of the research methodology, this chapter
provides a detailed discussion regarding the research paradigm, approach, research design, data
gathering, population, sampling, and data analysis. The process of an EMI session is highlighted
briefly since it is an independent variable in the study. The chapter concludes with a discussion of
some of the ethical aspects that informed the researcher throughout the study.
3.2
The Research Design
According to Royse (2008), research designs can be divided into three main categories, namely
exploratory designs, descriptive designs, and explanatory designs. In this study, an exploratory
design was employed. Exploratory designs are employed when the researcher wants to gain new
insights into a specific phenomenon in order to form hypotheses’ (Babbie, 2007). This exploratory
design was chosen as the student attempted to explore the usefulness of EMI in treating early
childhood trauma. This choice was in line with Royse’s (2008) argument that exploratory designs
are chosen where the topic is relatively new. In the case of this topic, only one book about EMI
specifically was published, and only one mini-dissertation was written about the utilisation of EMI
in treating teenagers. Furthermore, information regarding the use of EMI when working with young
27
children is very limited. This lack of information may be because EMI is a relatively new field of
intervention.
Seeing that the main purpose of this study was to explore the usefulness of EMI with young
children who have been traumatised, this study employed mixed methods of both the qualitative and
quantitative approaches. McRoy and Freeman (2005) define qualitative research as research that
focuses on the participants’ accounts, experiences, and perceptions. Therefore, it is the measure of
that which is subjective to the participants and their experiences within the research process. The
qualitative approach to research is concerned with “non-statistical methods” of data sampling
(Fouche & Delport, 2011). When a qualitative research approach is followed, the focus is on the
perceptions and views of the participants since the researcher attempts to see and comprehend
experiences and situations though the participants’ eyes (Struwig & Stead, 2001). In contrast,
quantitative research is more standardised and focuses on specific questions or hypotheses that
remain constant throughout the study (Fouche & Delport, 2011). Punch (2013) states that this
approach takes scientific explanation based on universal laws while aiming to measure the social
world objectively and predict and control human behaviour. Quantitative researchers obtain data
from the participants only and avoid adding their own interpretations to the participants’
experiences (Punch, 2013).
Thus a mixed-methods approach, as utilised in this study, involves combining aspects of both the
qualitative and quantitative approaches (Greene & Hogan, 2005). The latter is still regarded as a
“new” approach and remains a source of much confusion for many researchers (Leech &
Onwuegbuzie, 2009). Johnson and Onwuegbuzie (2004, p. 17) provide a comprehensive definition
of a mixed-method approach as “the class of research where the researcher mixes or combines
quantitative and qualitative research techniques, methods, approaches, concepts or language into a
single study”. Mixed-method approaches advocate the use of whatever methodological tools may be
required in order to answer a specific research question (Johnson & Onwuegbuzie, 2004).
Therefore, this design linked with the functionalist paradigm. A paradigm can be seen as a way in
which the world is seen, in other words as a researcher’s frame of reference of the social world
(Greene & Hogan, 2005). The functionalist paradigm, also referred to as the social systems theory,
focuses on providing explanations for various sociological concerns from a perspective that is
inclined to be “realistic, positivistic, deterministic and nomothetic” (Burrell & Morgan, 1979, p.
22). This paradigm therefore seeks to understand the role of social problems and how they function
in the wider society (Babbie, 2013, p. 37). It seeks to provide rational explanations for intangible
and elusive social problems. Furthermore, it aims to provide practical solutions to problems
28
(Babbie, 2013). The researcher sought to determine how trauma affected various aspects of an
individual’s functioning, for example, symptoms of anxiety or depression, and how this impact
could be reduced through the utilisation of EMI. From this stance, trauma may be considered as one
system that influences other systems, therefore sharing similarities with the social systems’
perspective. According to Ruben and Babbie (2008), this best fits the functionalist paradigm. In the
case of this study, the researcher proposed to gain a practical solution (EMI) to a social problem
(psychological trauma) by utilising a mixed-method approach.
3.3
Quantitative Component of the Study
3.3.1
Quasi-Experimental Design
A quasi-experimental design involves the selection of groups, without a random pre-selection
process, on which a variable is tested. After the selection, the variable is compared between
different groups, or over a specified period of time (Thyer, 2012). The researcher chose the onegroup pre-test/post-test design for conducting her study. The design is regarded by De Vos (2011)
as simplistic in that it involves only one group with single measurements. The group was measured
before the administration of a single EMI session, which according to Beaulieu (2004) is sufficient
to produce a measurable change in trauma symptoms. Two weeks after the EMI session, the same
instrument was used to re-measure the group’s symptoms. The prescribed EMI protocol was
followed and the duration of the session was between 15 and 20 minutes, which is less than the 30
minutes recommended by Struwig (2008).
3.3.2
Data-Collection Method: Trauma Symptom Checklist For Young Children
The Trauma Symptom Checklist for Young Children (TSCYC) is a standardised, parent/caretaker
report designed to test the existence of trauma symptoms in children aged between three and twelve
years (Briere, 2005). Administration includes providing the parent/caretaker with a TSCYC Item
Booklet and Answer Sheet. The Item Booklet describes a number of things that children often think,
feel, or do, and the number of the entry that indicates how frequently each experience occurs must
be circled on the answer sheet. Scoring is done on a scale of 1 to 4, with 1 indicating that the
experience never happens, 4 indicating that it happens almost all the time, and 2 and 3 indicating
that it happens either sometimes or often.
The TSCYC has eleven sub-scales, namely Response Level (RL), Atypical Responses (ATR),
Anxiety (ANX), Depression (DEP), Anger (ANG), Post-Traumatic Stress Intrusion (PTS-I), PostTraumatic Stress Avoidance (PTS-AV), Post-Traumatic Stress Arousal (PTS-AR), Post-Traumatic
Stress Total (PTS-TOT), Dissociation (DIS), and Sexual Concerns (SC). Briere (1996) states that
29
since respondents often tend to indicate either the highest or the lowest frequency on checklists, the
TSCYC has the RL and ATR scales in order to evaluate these tendencies. The remaining nine scales
are abuse specific (e.g. PTS, DIS, and SC) or generic (e.g. ANG, ANX, and DEP). Details of the
symptoms and scales of the TSCYC were discussed in Chapter 2.
The respondents in this study were exposed to different traumatic experiences. However, many
measures and scales for childhood trauma are trauma specific (Struwig, 2008). The TSCYC’s
ability to determine the presence and intensity of trauma symptoms in young children, regardless of
the type of trauma experienced, make it the best instrument for the purpose of this study. The
TSCYC is a Level B instrument, which allows social workers administrative authority. The pre-test
TSCYC was estimated to take approximately 30 to 45 minutes to complete, while the estimated
time to complete the post-test was between 20-35 minutes (Struwig, 2008). (After conducting the
pilot study, these times were reduced. This will be discussed in more detail later in this chapter.)
3.3.2.1 Reliability
According to Carmines and Zeller (1979), reliability refers to the consistency of a certain measure
over time and across different cultures. In other words, reliability refers to how accurate and
reproducible a test or technique is. For example, if two children are suffering from PTSD, both
should score high on a test that measures trauma symptoms. If one child scores high and the other
scores low, the measure is inconsistent and therefore unreliable.
In their study, Briere et al. (2001) report that the TSCYC’s eleven scales display reliability and are
associated with exposure to a traumatic experience. Furthermore, the incorporated scales that assess
for over- and under-reporting of symptoms add to the TSCYC’s reliability. It is further reported that
the TSCYC’s clinical scales have good to excellent reliability and high test-retest reliability (Briere,
2005).
3.3.2.2 Validity
Validity indicates whether an instrument measures what it was intended to measure (De Vos, 2011).
In other words, if an instrument is considered valid, one can assume that it is sound. It is important
for instruments to be valid to ensure that results are accurately interpreted and applied. It is also
important to measure that which you intend to measure to ensure that your results will be usable in
practice.
30
The TSCYC’s validity was evaluated in four domains, namely scale inter-correlations, association
with trauma, discriminant validity, and diagnostic utility for PTSD. Adding to this, the scales for
PTS, DIS, and SC are supportive of the TSCYC’s construct validity since it correlates with findings
documented elsewhere in literature (McLeer et al., 1998). Findings have indicated that, based on
these 4 domains, the TSCYC has a high validity (Briere, 2005).
Despite the evidence of the TSCYC’s strong reliability and validity of the in the USA, the
TSCYC’s reliability has not yet been established in South Africa (Struwig, 2008). Although the
possibility of participants not being familiar with the terminology of the TSCYC was anticipated to
be a limitation of the study, the researcher addressed this by explaining all concepts and terms to the
participants before they completed the TSCYC in order to ensure comprehension of the concepts
and terminology.
3.3.3
Data Analysis: The Statistical Package for Social Science and the Wilcoxon Signed-
Rank Test
Treiman (2009), states that there are a variety of tools to analyse quantitative data, but the Statistical
Package for Social Science (SPSS) is one of the most popular and trusted tools. The SPSS was used
to capture the quantitative data of the study. According to Singh (2007), the SPSS is user-friendly
and wide ranging. This study had a small sample size that was not drawn from a normally
distributed population, which implied the use of non-parametric statistics (Pett, 1997). To calculate
the differences between the two-paired groups, the Wilcoxon Signed-Rank Test was selected.
Cohen and Lee (2004), state that the results from this test are presented with regard to the size of the
differences, and positive or negative ranks.
The following assumptions of the Wilcoxon Signed-Rank Test, allowed for it to be a suitable choice
for this study: a) “The data is paired observations from a single randomly selected sample,
constructed either through matched pairs or through utilizing subjects as their own controls”. In
this study pre- and post-intervention differences in trauma symptoms were observed in the same
sample of children. b) “The data to be analysed must be continuous and at least ordinal in level of
measurement, both within and between pairs of observations” Pett (1997, p. 115). According to De
Vos (2011), the data in this study is ordinal as it is ranked according to magnitude. Items on the
TSCYC are rated on a 4-point scale ranging from 0 (never) to 3 (almost all of the time), but are
summarised to yield short scales that range from 0 to 3 (Briere, 1996).
31
Based on the above assumptions, it is evident that the Wilcoxon Signed-Rank Test was the best
suited for the analysis of the study’s quantitative data.
3.4
Qualitative Component
3.4.1
Data-Collection Method: Semi-Structured Interviews and Journal Entries
Interviews offer opportunities to explore individuals’ experience of the research. Therefore, semistructured interviews with the parents/caregivers were selected as a valuable way to gain insight to
their experiences of the EMI treatment. De Vos (2011) maintains that interviewing is the
predominant mode for qualitative data collection. The two main forms of interviews are
unstructured interviews and semi-structured interviews. The selection of the interview form may be
determined by the researcher’s objective (Terrblanche & Durheim, 2006). A semi-structured
interview was conducted with the parent/caregiver of each participant two weeks after the EMI
intervention and once the post TSCYC had been completed. Semi-structured interviews are used
when the researcher wants to obtain an in-depth account of the participants’ experiences/perceptions
regarding a specific topic. The semi-structured interview is more focused as it contains a set of
predetermined questions on an interview schedule that will guide the researcher (De Vos, 2011).
The interviewing schedule that was used for this study focused on the six sub-scales measured by
the TSCYC, namely ANX, ANG, DEP, DIS, PTS and SC. This interview schedule was used to
triangulate the data gathered from the TSCYC (see Annexure C).
3.4.1.1 Journal Entries
Jones (2009) defines reflective practice as the action during or after an event in order to examine
professional activity. In other words, reflection is a process of stepping back and consciously
thinking about thoughts, feelings, and actions in order to learn from them. Journal-writing or
reflective writing forms part of qualitative data collection and is thus an important aspect of
research methodology (Morrow, 2005). Journal writing allows the researcher to record his/her
thoughts, feelings, experiences, and observations. During this study the researcher used journalwriting after the EMI sessions had been conducted. These entries contained details about her
thoughts, observations, shortcomings, speculations, and recommendations to be considered during
the session with the next respondent. These entries can be seen in Annexure D.
3.4.1.2 Trustworthiness and Credibility of Qualitative Instruments
The results of qualitative studies are often doubted, and it is the researcher’s obligation to convince
the reader of the research’s trustworthiness (Pitney & Parker, 2009). Qualitative researchers ensure
the overall trustworthiness of their data by addressing issues of credibility, transferability, and
32
dependability (Royse, 2008). The concept of credibility refers to whether or not the findings of the
study are credible (Pitney & Parker, 2009). According to Royse (2008), credibility refers to the
researcher’s ability to provide as much information as possible when describing the context and
research findings, to allow readers to apply the findings to their particular contexts in the best way
possible. Dependability is the final aspect of trustworthiness and refers to the clarity and
appropriateness of research processes (Pitney & Parker, 2009). Guided by the suggestions made by
Pitney and Parker (2009), and Csiernik, Birnbaum and Pierce (2010), the researcher employed the
following strategies to ensure the trustworthiness of the qualitative data.
•
Prolonged Engagement
While collecting qualitative data, the researcher is expected to develop an in-depth knowledge of
the phenomenon being researched (Csiernik et al., 2010). This requires the researcher to spend an
extensive period of time in the particular setting. In the case of this study, the researcher ensured
that she is adequately trained in the EMI technique and well informed in terms of trauma in early
childhood.
•
Persistent Observation
According to Csiernik et al. (2010), persistent observation demands that the researcher observe the
phenomenon being studied and make adequate notes to ensure depth of data. The researcher made
use of reflective journaling to acknowledge her central involvement in the study. This also allowed
her to reflect on each participant’s trauma, experience, and EMI process.
•
Triangulation
Triangulation refers to a process that ensures that multiple data sources are used to explore the same
aspect (Csiernik et al., 2010). Since this is a mixed- method study, data gathered by way of the
quantitative (TSCYC) and qualitative methods (semi-structured interview and journal entries) could
be validated.
•
Leaving an Audit Trail
Leaving an audit trail addresses both the dependability of the data and allows others to confirm the
findings of the study. The researcher kept all the data collected in a safe at her office. The key to
this safe is only available to the researcher and her office manager. The data will be kept safe for a
period of 5 years, where after it will be destroyed.
33
The abovementioned strategies indicate the researcher’s effort to ensure the trustworthiness and
credibility of her qualitative data.
3.4.2
Data Analysis: Content Analysis and Journal Entries
Researchers can make use of a variety of techniques to analyse their qualitative data. The researcher
made use of content analysis to analyse the data from both the semi- structured interviews and the
journal entries. Content analysis is one of the most traditional approaches to analysing verbal data in
a rich, systematic, objective, and quantitative manner (Clarkson, 1998; Hsieh & Shannon, 2005).
The aim of content analysis is to identify units of meaning that can be grouped into certain
quantifiable categories based on frequency of occurrence (Clarkson, 1998). The researcher
identified the categories for the interview while compiling the interview schedule. Since the mixedmethod approach was followed, the categories that were identified were similar to the sub-scales of
the TSCYC, namely ANX, ANG, DEP, DIS, PTS and SC.
The same categories were used for the analysis of both the interviews and the journal entries. Some
children reported their experiences to the researcher and therefore these experiences together with
the researcher’s observations were documented. Other themes that focus more on the EMI process
were also identified. The researcher followed Struwig’s (2008) suggestion that the individual entries
should be coded separately according to particular themes, which will be discussed in the final
chapter.
3.5
Study Population and Sampling
A population is considered to be a number of people living in a specific area (Hornby, 2005).
Strydom’s (2011, p. 193) definition, which describes a population as “individuals in the universe
who possess specific characteristics from which the researcher will draw his/her sample”, is better
suited to research. A sample can be described as elements of the population of interest (Royse,
2008). The population for this study consisted of children aged between five and seven years who
live in Gauteng and have experienced trauma, and who presented with symptoms of trauma that
were present for a minimum period of four weeks prior to the baseline data collection. The sample
size was that of 12 children selected from the researcher’s private practice. The sample size was
determined by Struwig (2008) as the researcher intended to replicate Struwig’s (2008) methodology
in order to increase the generalizability of the results.
Convenience sampling was applied to select a sample of twelve children from the researcher’s
private practice. According to Bailey (1994), convenience sampling involves choosing the closest
34
people as respondents. Convenience sampling allowed the researcher to use clients between the
ages of five and seven years who were referred to her practice. Thereafter the researcher made use
of non-proportionate quota sampling. The researcher was of opinion that this sampling method was
most applicable due to the fact that she both wanted to replicate Struwig (2008) study, but also get
as close as possible representation of the population, especially black and white. The researcher
decided upon non-proportionate, as she wanted equal amount African males, White males, African
females and white females. Utilising this sampling method required that the researcher first decide
which strata would relevant to the study (Bailey, 1994). In this study, the main characteristics that
were of relevance were gender and population group, which ensured a diverse sample including
both male and female, and white and African respondents. By using non-proportionate quota
sampling the researcher was able to select a sample that represented important characteristics of the
population and ensured the inclusion of differences.
The sample was categorised as follows: three white females, three African females, three African
males, three white males. By utilising quota sampling and drawing a sample that was as comparable
to the population as possible, the researcher aimed to increase the generalisability of the study (De
Vos et al, 2006). All the children who were included in the study were new referrals and did not
form part of the researcher’s clientele base at the stage of sampling.
Despite many debates regarding the researcher’s ability to remain objective when using respondents
from his/her own client base, literature mentions many cases in which researchers occupy the roles
of both practitioner and researcher simultaneously, using their own clients as participants. This is
known as the scientist-practitioner approach, which allows research and practice to be merged in
order to bridge the gap between research and practice (Wakefield & Kirk, 1996; Yegidis &
Weinbach, 1996; Hudson & Nurius, 1994). Hudson and Nurius (1994) further emphasise this point
by stating that practitioners make valuable contributions to scientific knowledge due to their close
proximity to the data and their commitment to effective practice. However, what should be taken
into account is reflexivity so as to ensure that the researcher remains aware of how his/her own
thoughts and feelings may influence the research (Hudson & Nurius, 1994). Thus, the researcher
worked reflexively from the inception to the completion of the research.
3.6
Ethical Considerations
The researcher completed the necessary EMI training through MEISA and is suitably qualified to
implement the EMI intervention. Other ethical considerations included:
35
3.6.1 Informed Consent and Child Participant Assent
The researcher obtained written consent from the relevant guardians of the participants, as they
were minors. The rights of child participants should not be neglected. Greene and Hogan (2005)
emphasise this by stating that children have the right to be informed about the study and to give
their assent regarding participation. Fraser, Lewis, Ding, Kellet and Robinson (2005), add that
children are also more likely to participate in a positive manner if their rights are acknowledged and
respected, and consequently the researcher was sensitive to the children’s responses and assents,
and simultaneously respected their right to autonomy.
3.6.2 Voluntary Participation
The researcher ensured that the participants and their caregivers knew that their participation was
voluntary and that they could withdraw from the study at any time. Fisher (2004) emphasises that
voluntary participation includes that:
i)
Participants who form part of the caseload must be ensured that dissent will not result in
withdrawal of ongoing services, and
ii)
Participants who are not part of the caseload must be informed of alternative nonexperimental alternative if they decide to withdraw.
Since the researcher selected only participants who do not form part of her existing caseload, she
ensured that the participants understood that there would be no negative consequences if they
decided to withdraw from the study. The researcher also ensured the participants and their
caregivers that the service will not be withdrawn if their feedback were negative or indicated that
the EMI did not have a desirable effect.
3.6.3 Explaining the Purpose and Nature of the Study
The researcher explained and gave information regarding the purpose and nature of the study.
According to Fisher (2004), in the case of children, this includes allowing them the opportunity to
ask questions about the purpose, duration, compensation, procedures, potential risks, and benefits of
the study. Consequently, the researcher explained the theory of EMI, the protocol that would be
followed, and the process of the study to the participants and their caregivers. The first part
involved the parent/caregiver completing the TSCYC forms. The child participant then received a
15-20 minute EMI treatment session. After a waiting period of two weeks, the TSCYC was
completed again in order to determine whether there was a reduction in symptoms. The second part
of the study involved a semi-structured interview with the parent/caregiver in order to explore their
perceptions regarding the possible reduction of trauma symptoms.
36
It was explained that there are no documented risks involved in the treatment of EMI (Beaulieu,
2004; Stuwig, 2008), however, due to the sensitive nature of the problem (exposure to trauma), the
intervention may evoke painful and overwhelming emotions. In such cases where participants may
require additional counselling, the researcher explained that she was willing to assist them free of
charge. By doing so, the researcher ensures the well-being of the child.
3.6.4 Confidentiality
Confidentiality forms the foundation for ethical research (Farrell, 2005). The information obtained
remained strictly confidential and anonymous. The researcher explained the limits of confidentiality
as stipulated by the SACSSP to the participants and their caregivers. The data was stored
appropriately and was handled only by the candidate.
Furthermore, because the proposed study was exploratory and involved therapeutic intervention
with children, the researcher submitted an application to the Ethics Committee for approval. (See
Annexure E).
3.6.4 Objectivity
During this study the researcher occupied the role of both researcher and practitioner. In order to
remain objective, the researcher attempted to be reflexive throughout the study by recording her
own thoughts and feelings during the sessions. Please see Annexure D for these journal entries.
3.6.5 Leaving an audit trail
The student will store all the data in a safe cabinet in her office. The data will be stored for a period
of 5 years, where after it will be destroyed.
3.7
Defining The Intervention: Conducting the Pilot Study
3.7.1
Arranging the Session
3.7.1.1 Preparation
When EMI is used in a normal therapeutic setting, the process differs from that which was followed
for the purpose of this study. Usually the first interview involves a detailed clinical interview, which
is followed by the EMI treatment during the next session. In the research setting, the clinical
interview was excluded in order to eliminate the possibility of therapeutic value that may stem from
the individual contact. Therefore, the aim was to isolate the usefulness of the EMI treatment as
such. The process followed in the research setting is set out in Figure 2.
37
Child and parent/caregiver enter
The parent/caregiver completes
TSCYC forms.
the room – researcher gives
overview of the study and obtains
consent from the parent/caregiver
and assent from the child.
The session is terminated and 2
Parent/caregiver exits the room.
weeks later the
Steps in the EMI session are
parent/caregiver completes the
followed.
TSCYC again.
Figure 2: The structure of the EMI session in the research setting
Before the research began, the researcher conducted a pilot study with one participant. During this
session, the researcher implemented the following processes in order to determine whether changes
in terms of seating arrangements, tool to use, or protocol were required.
To facilitate a safe, non-threatening environment, the researcher ensured that the children were
seated in comfortable chairs of a height that ensured that they would be at approximately the same
height as the researcher when seated. The chairs were arranged as suggested by Beaulieu (2004),
i.e. the researcher’s chair was placed slightly to the right of the child so that they would not face
each other directly (see Figure 3 below). This arrangement enabled the child to focus on the
researcher’s hands and enabled the researcher to cover the entire range.
38
Figure 3: The seating position for conducting EMI
3.7.1.2 Establishing Verbal Cues
One of the most daunting challenges for the researcher was the identification of the so-called verbal
cues. According to Beaulieu (2004), a “verbal cue” is a phrase or sentence that summarises the part
of the event that was most traumatising to the child. These verbal cues are intended to keep the
client in touch with the traumatic memories in order to unlock new information and sensations.
During the pilot study the researcher became aware of the fact that the respondent found it
challenging, due to his age appropriate limited vocabulary, to explain or identify the verbal
cues/phrases that provide a “title” to their traumatic experience. The researcher therefore adapted
the protocol by identifying the verbal cues on behalf of the child and, based on his reaction to the
word/phrase, determined the effectiveness of those cues in keeping the child in touch with his
experiences. This was then also done during the rest of the study.
The next task of the researcher was to determine the visual “hot spots”. This was achieved by
waving her open hand across the visual range (like washing a TV screen) while repeating the verbal
cues. It was helpful to visualise the visual range in four quadrants with the hot spots as the
quadrants that represent the most and the least discomfort. According to Struwig (2008), the
quadrant that elicits the least discomfort can be seen as the resource zone, which can be utilised to
comfort the client if necessary.
Another important aspect of EMI is the measurement of the progress made, which is often measured
by scaling (Beaulieu, 2004). During the pilot study the researcher found that the following method
of scaling was most effective to measure the child’s progress: “Look at the ruler on the wall. The
39
end where you see the storm cloud is marked 10, which represents very bad feelings. The other end
where you see the sun is marked 0, which tells us that the event does not bother you at all. Where
do you think you are on this ruler?”
3.7.1.3 Determining the Visual Range, Speed, Distance, and Tool
EMI is a very technical model. The tool, distance, range, and speed should all be taken into account
when utilising eye movements. Dr W. Hartman (personal communication, 11 May 2012) refers to
this sequence of considerations as the tool, distance, range, and speed (TDRS) model. The tool
refers to the object that will be used to make the different movements. Beaulieu (2004) suggests
using either a pen or two fingers since the client finds these easiest for their eyes to follow.
However, during the pilot study the researcher determined that if she used a finger puppet, the child
was better able to follow the movements and remained focused and interested for longer periods.
This finger puppet was therefore used with all other participants in the study. The distance between
the therapist’s fingers and the client’s eyes should also be considered. The researcher considered
this to be an important aspect because an inappropriate range caused discomfort and contributed to
feelings of fatigue. Based on the pilot study, the researcher thus agrees with Dr Hartman (2012)
(personal communication, 3 August 2012) who suggested that the therapist must attempt to keep the
tool at knee distance from the client’s eyes.
3.7.2
Conducting the Session
3.7.2.1 The Eye-Movement Patterns
There are 22 eye movements in the EMI protocol. Once the therapist determined the
positive/comfortable or negative/uncomfortable areas or quadrants, she used her discretion to
determine which patterns of movements to use in order to access the trauma. The researcher found
that by beginning with movements that centred on the positive quadrants assisted the participant to
ease into the process. This helped the participants to feel more comfortable and kept them from
feeling overwhelmed. While using each of the each eye movement patterns, the therapist repeated
the verbal cues (trauma words).
According to Beaulieu (2004), EMI focuses on accessing the traumatic material through the use of
Slow Pursuit Eye Movements (SPEM). Therefore, the movements should be slow instead of rapid.
Beaulieu (2004) recommends that the duration of an EMI session should be between 60-90 minutes
for adults. However, Struwig (2008) recommends that sessions with children be reduced to 45
minutes. During the pilot study, the researcher noted that the respondent had difficulty following the
movements and lost concentration after 25 minutes. It was challenging to continue the session
40
thereafter, and therefore the researcher decided to limit the duration of the sessions with young
children to between 15-20 minutes, which was more effective.
3.7.2.2 Between the Movements
After the completion of each pattern of eye movements, the researcher tapped into the participant’s
limbic system by asking what he experienced in each modality. Even though Leskin, Kaloupek and
Keane (2008) state that trauma is often stored in the visual, kinaesthetic, and affective modalities,
Beaulieu (2004) suggests that the client should be asked to share his/her experience in each
modality. The researcher disagrees with Beaulieu (2004) and is of opinion that when a modality was
clear of trauma repeating the questions in the ‘clean’ modalities irritated and even distracted the
participants. Sometimes however unexpected experiences arouse from modalities that appeared to
be ‘clean’ or inapplicable, and therefore the researcher suggests that once the primary modalities
have been established, the therapist may ask a general question such as “Are you experiencing
anything else?’ to ensure that no experiences are missed.
3.7.3
Terminating the Session
When all of the eye movements have been completed, the client was asked to scale his distress once
again. This provided an indication of whether or not the client’s distress was lowered and indicated
whether the session could be terminated. Since the integration of the trauma continues for the
following two weeks (Beaulieu, 2004), it was helpful for the researcher to prepare the client
regarding what could be expected in terms of physical symptoms such as headaches and nausea.
It is evident that EMI is very structured and follows a strict protocol. Therefore, in order for clients
to benefit from the treatment, therapists must have completed the required training.
3.8
Summary
The above outline of the methodology followed provides a clear framework for the data collection,
analysis, and interpretation of the study. A mixed-method approach was best suited to this study, as
indicated by the exploratory design and functionalist paradigm. A one-group pre-test/post-test
design was used with a sample of twelve respondents between the ages of five and seven years. The
criteria for the respondents included that they have experienced a traumatic event more than four
weeks prior to the study and presented with trauma symptoms. The TSCYC was used as the
quantitative data-collection tool, while a semi-structured interview was used to collect the
qualitative data. The quantitative and qualitative data-collection tools were employed
simultaneously and were considered to be equally important.
41
The steps of the pilot study, aspects of conducting of the session, and data analysis were also
discussed. The next chapter focuses on the analysis and interpretation of the data gathered.
42
Chapter 4: Results and Discussion
4.1
Introduction
The focus of this chapter is on the analysis, interpretation, and discussion of the data. WetcherHendricks (2011) states that this phase of the research is exciting for the researcher since this is
where the mass data that has been collected becomes structured and meaningful. The researcher
agrees with this statement, and emphasises that it is during this phase that the entire research
process became meaningful and “alive”. Thus, the process of data analysis can be seen as the
process that enabled the researcher to answer his/her initial research question/hypothesis.
As mentioned in Chapter 3, the researcher made use of a parallel mixed analysis for this study.
After the quantitative data was collected, it was submitted to the SPSS and the results were
retrieved. At the same time, the content of the qualitative data was analysed and organised into
categories. The data that was retrieved from the TSCYC was considered in correlation to the data
retrieved from the journal entries and the semi-structured interviews. This was done in order for
triangulation of data to be implemented.
The data is represented in terms of the categories provided by the TSCYC. The data is represented
in a table graph, and thereafter a discussion of each category follows. Finally, data that was
retrieved from journal entries that do not form part of the above categories is also discussed.
4.2
The Respondents
Twelve children took part in this study. Of these twelve, three were White males, three White
females, three African males, three African females. The respondents were aged between five and
seven years and all of the respondents were new clients that were referred to the researcher’s private
practice for trauma. These children were termed as Respondent 1, 2, 3, etc. In Table 1, below, the
respondents and a brief description of each is listed.
Pseudo Name
Age
Gender
Population
Problem
Group
Respondent 1
6
Male
White
Diagnosed with cancer six months prior to the EMI session
and has experienced the diagnosis and the hospitalisation and
chemotherapy very traumatic.
Respondent 2
7
Male
White
Diagnosed with cancer six months prior to the EMI session
43
and has found the diagnosis and the hospitalisation and
chemotherapy very traumatic.
Respondent 3
5
Male
White
Was attacked by a wild baboon two months prior to the EMI
session. Ever since the attack, he has become very aggressive.
He also avoided wild animals.
Respondent 4
5
Male
African
Has been physically abused by his biological mother. He was
placed in the care of his aunt, who accompanied him to the
sessions.
Respondent 5
6
Male
African
He is the twin of Respondent 6. Has been sexually abused by
biological parents and placed in the care of his aunt. Soon
after the placement his biological parents died.
Respondent 6
6
Male
African
Has been sexually abused by their biological parents and
placed in the care of his aunt. Soon after the placement their
biological parents died.
Respondent 7
7
Female
White
Sexually abused by her biological parents and placed in care
with a foster family. After the placement, respondent 7 started
acting out and became very aggressive.
Respondent 8
6
Female
White
Death of parent.
Respondent 9
7
Female
White
Father died in a motor vehicle accident and the respondent
was on the scene and held her father as he passed away.
Respondent 10
5
Female
African
Diagnosed with cancer six months prior to the EMI session
and has found the diagnosis and the hospitalisation and
chemotherapy very traumatic.
Respondent 11
6
Female
African
Diagnosed with cancer six months prior to the EMI session
and has found the diagnosis and the hospitalisation and
chemotherapy very traumatic.
Respondent 12
5
Female
African
Sexually abused by a peer at school. After the incident the
parents noted a preoccupation with sexuality.
Table 1: Brief description of each respondent in the study.
From the above section it can be seen that all twelve respondents were exposed to traumatic events
and meet the criteria for the study.
4.2.1
Reflexivity
During the study, the researcher occupied both the role of researcher and practitioner. Many
authors criticise this role of the research practitioner and states that the researcher cannot stay
objective during the study (Cochran & Lytle, 2009; Ekbia & Hara, 2008). Hudson and Nurius
44
(1994), however states that information gathered from the scientist-practitioner is rich in
information and allows the research to bridge the gap between research and practice. Ebia and Hara
(2008) however cautions that the researcher should remain reflexive when applying the scientistpractitioner approach in order to adhere to objectivity concerns. During the research process the
student therefore kept a journal to record her own thoughts and feelings during the EMI sessions.
This allowed her to determine her own thoughts and feelings during the data collection and allowed
her to remain objective during the analysis of the data. These journal entries can be seen in
Annexure D.
4.2.3
Difficulties Experienced with the Respondents
The researcher experienced some difficulty with Respondent 4. This child had a very limited
vocabulary and the researcher found it challenging to explain his role during treatment. Initially he
struggled, but he then started following the EMI movements. Due to his limited vocabulary,
Respondent 4 did not have the ability to answer the questions after each movement, for example;
“did you see anything?” However, he did complete the EMI and may have experienced the full
benefit of EMI, despite his inability to verbalise his experiences during the treatment. This might
confirm the benefit of using EMI with younger children who have a limited vocabulary.
As mentioned earlier, the clinical scales as provided by the TSCYC was used to group the data
analysis. These categories are:
•
ANX;
•
DEP;
•
ANG;
•
PTS;
•
DIS; and
•
SC
The quantitative and qualitative data results will be presented via these categories.
4.3
An Analysis of the Effectiveness of EMI
The Wilcoxen Signed-Ranks test was used to assess whether or not there was a significant change
in the data before and after treatment. The variables measured were the symptoms of trauma as
presented by the TSCYC. These are Anxiety (ANX), Depression (DEP), Anger (ANG), PostTraumatic Stress- Intrusion (PTS-I), Post-Traumatic Stress-Avoidance (PTS-AV), Post-Traumatic
Stress-Arousal (PTS-AR), Dissociation (DIS), and Sexual Concerns (SC).
45
According to Pett (1997), the Wilcoxen Signed-Ranks test is used when there is a small sample size
and when variables are not distributed normally. According to the SPSS analysis of this data, some
variables were not distributed normally, which implies that the Wilcoxen Signed-Ranks test was the
most applicable test for the analysis of this data. This test not only allows the researcher to
determine the positive and negative direction of the data, but it also allows for the extent of the
differences between the two pairs to be determined (Pett, 1997). For this study, the differences
between the pre-test TSCYC and the post-test TSCYC were calculated and the ranks were
determined. The results of the data are presented in Table 2.
Variable
Pre-test
Post-test
Negative
Z
P (1-tailed)
Median
Median
Ranks
ANX
65,42
48,67
10
-2.535
0,0055*
DEP
61,08
51,67
10
-2,805
0,0025*
ANG
58,33
48,00
10
-2,763
0,003*
PTS-I
67,08
54,42
10
-2,121
0,017*
PTS-AV
72,50
55,17
10
-2,356
0,009*
PTS-AR
60,33
48,75
9
-2,625
0,0045*
PTS-TOT
68,75
52,50
11
-2,983
0,0015*
DIS
57,58
52,50
9
-1,650
0,049*
SC
55,85
41,33
4
-1,635
0,051*
Table 2: Pre-test and post-test median scores, the negative ranks, Z-scores and 1-tailed significance for ANX,
DEP, ANG, PTS-I, PTS-AV, PTS-AR, PTS-TOT, DIS, and SC.
*Significant differences (at p< 0.5) are marked with an asterisk.
According to these findings, there was a reduction in all the median scores, thus a reduction in
trauma symptoms. Also, all nine variables (symptoms of trauma) revealed differences between the
pre-test and post-test scores that were significant (at p<.05). Figure 4 illustrates the reduction in the
specific categories.
46
80 70 60 50 40 30 Pre-­‐test 20 Post-­‐test 10 0 Figure 4: The reduction of the pre-test and post-test median scores of the clinical scales pre and post EMI
treatment.
In the following section, each category (symptom) will be discussed in terms of the results from the
Wilcoxen signed-rank test and the semi-structured interviews (content analysis). The qualitative
data was analysed and reoccurring themes were coded into the categories as set out by the TSCYC.
4.3.1 Anxiety
Quantitative results
From the Wilcoxen signed-rank test it is evident that the twelve children experienced a change in
median ANX scores from the pre-test (Md=65,42) to the post-test (Md=48,67) (p=0,0055). The
negative ranks of the Wilcoxen test confirm that ten of the twelve children experienced a reduction
in their ANX levels.
Qualitative results
The content analysis indicated that eleven of the caregivers/parents indicated a decrease in the
respondents’ ANX levels. One respondent’s ANX levels were described as remaining the same
prior to and after the treatment. During the EMI treatment, Respondent 2 experienced extreme
stomach-ache, which subsided by the end of the treatment. According to the Respondent 2’s
mother, he also complained about stomach-ache whenever he had to go to the hospital for
injections, before the cancer diagnosis was made. This is considered by Beaulieu (2004), to be a
normal reaction as the EMI triggers a body memory of the traumatic incident (being diagnosed with
cancer and the subsequent chemo-treatment).
47
According to the Respondent 1’s mother, Respondent 1 experienced extreme ANX prior to the EMI
treatment. Prior to the EMI, Respondent 1 was anxious before going to the hospital and became
hysterical prior to injections. He was a diagnosed with cancer. After the EMI treatment, Respondent
1’s mother reported the following:
Respondent 1’s mother:
“Before when we used to go to the hospital for chemo, Respondent 1 would cry and beg us not to
go. After the EMI he did not show any resistance when we had to go to the hospital and even
voluntarily held out his arm for the chemo injections.”
Literature correlates with this finding by explaining that anxiety often emerges as a result of a
traumatic event (Cohen, Mannarino & Deblinger, 2008). When faced with emotional triggers of
such an event, anxiety is often the symptom that is visible. After the traumatic memories are
integrated and processed the accompanying anxiety reduces. Therefore when faced with triggers of
the traumatic event after integration of the memories, the accompanying anxiety may have reduced
as the brain has processed the trauma and integrated the memories with both positive and negative
information. In the case of Respondent 1, the hospital was the place where he was initially
traumatised by invasive medical procedures. When faced with similar situations, his anxiety would
be high, as it would trigger his previous traumatic experience.
It therefore appears as if the EMI treatment had a significant effect on the reduction of the anxiety
experienced by the respondents due to their traumatic experiences.
4.3.2 Depression
Quantitative results
A significant decrease was also noted in the median DEP levels of the children. Pre-test
(Md=61,08) to post-test (Md= 51,67) (p=0,0025). According to the interviewing data, a decrease in
DEP was reported for ten of the twelve children.
Qualitative results
From the content analysis it became evident that twelve of the caregivers/parents reported a
decrease in depressive symptoms. Before EMI, Respondent 8 presented with symptoms of poor
appetite, irregular sleep pattern, and isolation, which may have developed as a result of her mother’s
death. According to the father, Respondent 8 isolated herself at school and no longer enjoyed her
usual daily activities. However, after the EMI treatment, Respondent 8 was able to discuss the
48
trauma of her mother’s death. Her sleeping patterns and appetite improved and she also started
participating in school activities and games.
Respondent 9 cried regularly prior to the EMI treatment. She often isolated herself and often did not
speak for days after her father’s death in a motor vehicle accident. Respondent 9 was present at the
accident scene and her father died in her arms. After the incident she no longer showed interest in
any of the activities that she previously enjoyed. She showed a decrease in academic functioning
and no longer cared about her physical appearance. Respondent 9’s mother reported the following:
Respondent 9’s mother:
“After the EMI, Respondent 9 engaged in more activities. She even started talking to people about
her father’s death. She started showing interest in activities that she used to enjoy and even asked
some of her friends over for a party, which has not happened ever since her father died. It is starting
to feel as if I am getting my baby girl back.”
There is a correlation between childhood trauma and depression (Heim & Nemerhoff, 2001; Read,
Van Os, Morrison & Ross, 2005). The APA (2001, p. 308), states that depression includes “feelings
of worthlessness, excessive guilt, recurrent thoughts of death or suicide, a lack of interest in daily
activities, weight loss/gain, disturbances in normal sleep patterns, and a lack of energy”. Read, Van
Os, Morrison and Ross (2005), is in agreement with the statement made by Respondent 9’s mother
as they report that once traumatic experiences are integrated, depressive symptoms often subside. It
therefore appears that the EMI treatment had a significant effect on the reduction of depressive
symptoms..
4.3.3 Anger
Quantitative results
A significant decrease was measured in the pre-test ANG (Md= 58,33) and post-test ANG levels
(Md=48,00) (p=0,003).
Qualitative results
The content analysis indicated that ten of the twelve caregivers/parents reported a reduction in ANG
levels in the respondents, while two caregivers/parents reported the symptoms as unchanged.
According to his mother, Respondent 3 was very aggressive prior to the EMI treatment. He would
break his toys intentionally and got into physical fights at school on a daily basis. After the EMI
treatment, Respondent 3’s mother reported that he appeared very calm. He did not break his toys
49
and was not involved in a physical fight at school again. She reported that he became more obedient
than he was before the treatment.
Respondent 7’s caregiver reported that prior to the EMI, Respondent 7 was very aggressive.
According to the caregiver, Respondent 7 used to get angry and upset over little things and that she
pulled out her hair and hit adults. After the EMI, the caregiver reported the following:
Respondent 7’s caregiver:
“She is much calmer. Although she still gets very angry, she no longer pulls out her hair of hits
adults. She is also more obedient and respects the rules and boundaries.”
Anger is often an expected and normal way to release tension, however excessive anger may be
detrimental to an individual’s physical and mental functioning (APA, 2001). There is a strong link
between anger and trauma and young children may manifest their anger through the following
behaviours; non-compliant behaviour, self-harming behaviour, unpredictable tantrums, or physical
aggression towards other people or possessions, temper outbursts, tantrums, throwing toys, hitting,
bullying, biting, or kicking (Cohen, Mannarino & Deblinger, 2008; Levine & Kline, 2007).
The above statement is supported by literature that indicates that aggressive behaviours tend to
subdue once traumatic experiences are processed (Beaulieu, 2004; Levine & Kline, 2007). It
therefore appears as if EMI had a significant effect on the reduction of anger in the participants.
4.3.4
Post Traumatic Stress (PTS)
Quantitative results
The results of the Wilcoxen signed-rank test indicated that the median PTS levels of eleven children
reduced significantly from the pre-test (Md=68,57) to the post-test (Md=52,50) (p=0,0015). The
PTS clinical scale is divided into three sub-scales namely PTS-I, PTS-AV, and PTS-AR. According
to the Wilcoxen Signed-Rank test, all three median scores decreased significantly. PTS-I decreased
from pre-test (Md= 67,08) to post-test (Md= 54,42) (p=0,017), PTS-AV decreased from pre-test
(MD= 72,50) to post-test (Md=55,17) (p=0,009), whereas PTS-AR decreased from pre-test
(Md=60,33) to post-test (Md= 48,75) (p=0,004). According to the findings it is evident that ten of
the twelve children experienced a decrease in their PTS-I and PTS-AV levels, while nine of the
twelve children experienced a decrease in their PTS-AR symptoms.
50
Qualitative results
The content analysis indicates that twelve of the caregivers/parents reported a reduction in PTS
symptoms. Respondent 10, a cancer patient, used to avoid anything that reminded her of the
hospital. When she was scheduled to take medication, she would cry and throw tantrums in order to
avoid taking the medication. Respondent 10’s mother stated that after the EMI treatment, she no
longer experienced difficulty taking Respondent 10 to the hospital or administering her the
medication. What was most remarkable for Respondent 10’s mother subsequent to the EMI
treatment, was that Respondent 10 now takes her own medication, whereas prior to the EMI
treatment her mother would had to beg her and almost forced the medicines down her throat.
Prior to the EMI, Respondent 11 used to experience nightmares about being sick and in hospital,
and she would wake up screaming. According to her mother, Respondent 11 constantly drew
pictures depicting herself sick and in hospital with frightening equipment. During the interview
Respondent 11’s mother reported that:
Respondent 11’s mother:
“After the EMI treatment Respondent 11 did not experience any nightmares. Her drawings have
also changed from anxious drawings to happy drawings of butterflies, flowers and trees. My child
seems to be happy and less troubled now.”
Not all individuals who are exposed to traumatic events may develop PTS symptoms. However
those who do develop symptoms may manifest these symptoms in different ways (Levine & Kline,
2007). Children, for example, may express their PTS symptoms through play, drawings, and stories,
and may display various symptoms, including fears unrelated to the event (for example monsters),
separation anxiety, inattentiveness, impulsivity, withdrawal, and regressive behaviours (Carrion et
al., 2002; Levendosky et al., 2002; Vickerman & Margolin, 2007; Wherry et al., 2008). Beaulie
(2004) states that EMI is an effective technique to assist with the integration and processing of
traumatic material, which then leads to the decrease of PTS symtoms. This is then in accord with
the above findings which indicates a reduction of PTS symptoms.
4.3.5 Dissociation
Quantitative results
The Wilcoxen Signed-rank test indicates a reduction in the pre-test (Md= 57,58) and post-test
(Md=52,50) (p=0,049) DIS levels. According to the negative ranks of the test, nine of the twelve
children experienced a decrease in their DIS symptoms.
51
Qualitative results
From the content analysis it is evident that ten of the caregivers/parents reported a decrease in
symptoms while two caregivers/parents reported the symptoms as unchanged. Prior to the EMI,
Respondent 4 was described as often being engrossed in a fantasy world or absent minded. Often
his caregiver had to repeat instructions or questions because he was in a daze and unaware of where
he was, or what was going on around him. He also often had a blank expression on his face and
stared into space. After the EMI, his caregiver reported that she no longer had to repeat questions or
instructions often. She also stated that subsequent to the EMI treatment she no longer observed
Respondent 4 staring into space with a blank expression.
According to Respondent 6’s caregiver, Respondent 6 often mentioned that he saw his dead mother
and father at different settings throughout the day. Respondent 6’s caregiver stated:
Respondent 6’s caregiver:
“His sightings of his deceased mother was very concerning and troubled everyone in the house.
After the EMI however these sightings have decreased from about every second day, to only once
since the EMI treatment. The other kids also now seem to include Respondent 6 more during play
time due to this decrease in sightings.”
According to Cromer, Stevens, DePrince and Pears (2006, p. 136), dissociation involves a
disruption in the usually integrated functions of consciousness, memory, identity and perception”.
When a child is traumatised during early childhood, they are often unable to assimilate and process
their experiences, leading to a fragmented sense of consciousness, memory, identity, and perception
(Macfie et al., 2001). This statement coincides with Respondent 6’s experiences and may therefore
explain his behaviours.
Even though dissociation is a complex phenomenon to treat, researchers has found that in the case
of trauma, once the traumatic experience is effectively integrated and processed by the individual,
the dissociation lessens resulting in a more holistic and integrated individual (Beaulieu, 2004;
Cromer, Stevens, DePrince & Pears, 2006; Macfie et al., 2001). This statement may therefore
explain the reduction of dissociative symptoms seen in the above findings.
52
4.3.6 Sexual Concerns
Quantitative results
From the Wilcoxen signed-rank test it can be seen that there was a general decrease in the median
SC scores from pre-test (Md=55,58) to post-test (Md=41,33) (P=0,051). This change is also
significant. This reduction in SC symptoms is confirmed by the negative ranks of the test that
indicates that four of the twelve children experienced such a reduction in symptoms.
Qualitative results
Eight of the twelve caregivers/parents reported that there were no SC behaviour prior to the
treatment, which could explain their report that the symptoms remained unchanged.
During the interview, Respondent 12’s parent reported that Respondent 12 was preoccupied with
sex. She would often masturbate and ask questions about sexual intercourse. During the interview
her mother stated that this behaviour decreased slightly since treatment, however, on the TSCYC
the comparison between her pre- and post-test results indicated an increase in the behaviours. A
possible explanation could be a lack of understanding of some concepts described by the TSCYC.
The caregiver is Zulu-speaking and might have misunderstood some of the English concepts related
to the SC. Another possibility could be that the caregiver possibly felt “obligated” to report positive
results during the face-to-face interview.
Prior to the treatment, Respondent 5 was often involved in sexual play with his sister. Respondent
5’s caregiver reported the following:
Respondent 5’s caregiver:
“Before I would often find him with his sister, busy playing some sort of game that required him to
touch her on inappropriate places. Also, he would masturbate quite frequently, you know, always
touching his private parts. After the treatment, there has not been another incident yet.”
Literature indicates that young children who have been sexually traumatised may display
behaviours indicative of preoccupation with sexual behaviours, repetitive sexual behaviours like
masturbation, compulsive sexual play, developmentally inappropriate knowledge, and interest in
sexual activities (Levine & Kline, 2007; Spies, 2005). This is their way of ascribing meaning to
their own experiences (Spies, 2005). These behaviours may decrease after the traumatic memory is
processed and integrated, as the child may not need to ascribe meaning to his experiences anymore
53
(Beauliue, 2004; Spies, 2005). This is evident in the above findings of the reduction of the sexual
concerning behaviours after the EMI treatment.
Thus, the content analysis (qualitative tool) confirms a reduction in all nine symptoms as reported
by the Wilcoxen-Signed Rank test (quantitative tool).
4.4
Clinical Issues Related to EMI
Upon completion of the analysis and triangulation of the data, additional themes were identified
from the journal entries. This information, as experienced by the researcher, needs to be reported
since it holds value to the effectiveness of EMI with young children.
4.4.1
Theme 1: Challenges during the EMI Session with young children
Many challenges arose during the various EMI sessions. Both Beaulieu (2004) and Struwig (2008)
reported similar challenges and ascribed it to coping/defence mechanisms of the participant.
Beaulieu (2004) states that often during EMI, clients unconsciously utilise similar coping/defence
mechanism as that which they have been utilising since the traumatic incident.
These
coping/defence mechanisms often arouse during the most intense part of the session where the
session replicated thoughts and feelings associated with the traumatic event (thus were the traumatic
material was accessed).
4.4.1.1 Use of Finger Puppets
A pilot study was conducted with one participant. During this pilot study the researcher noticed
that the respondent had difficulty following her fingers during the EMI movements. Also, the
respondent quickly became distracted and lost interest. Therefore the researcher employed a parrot
finger puppet to do the movements for this study. All of the children responded well to the finger
puppets and managed to stay focused and interested for a longer duration than they had in the pilot
study.
4.4.1.2 Somatic/Bodily Experiences
Beaulieu (2004) mentions that somatic reactions during EMI sessions are often considered a part of
the client’s defence mechanism when other methods of communication have been exhausted or
where cognitive processes are overwhelmed by traumatic material. During the EMI session,
Respondent 2 experienced intense stomach-ache when the traumatic material regarding his cancer
diagnosis was accessed. Respondent 9 described a tingling sensation in both her arms during the
EMI session. (She held her father in her arms at the scene of his motor vehicle accident. According
54
to her mother, her arms were covered in blood). Respondent 2 heard screaming babies during the
session. (He was diagnosed with cancer and found the chemotherapy very traumatic. According to
his mother, during his initial chemotherapy session he shared a room with a baby who was
constantly crying due to pain). All three of the above respondents’ physical symptoms diminished
when the trauma information was integrated. This was often a few eye movements after the initial
somatic reaction.
4.4.1.3 Lack of Concentration
Struwig (2008) recommend that the duration of the EMI sessions with children be approximately 45
minutes. During the pilot study the researcher found that the respondents found it challenging to
follow eye movements and keep concentration after approximately 25 minutes. It was subsequently
decided that the session duration would be decreased to approximately 15-20 minutes. Ten of the
twelve respondents experienced difficulty following movements after 15 minutes. As soon as this
lack of concentration was noted, the researcher prepared for the termination of the session. When
the respondents showed signs of a lack of concentration through uneven eye tracking for example,
the researcher added a “wiggle” to her fingers, which animated the parrot finger puppet. This
seemed to assist all respondents to focus for the remainder of the session.
4.4.1.4 Dissociation
As with Struwig’s (2008) study, Dissociation (DIS) seems to be a common coping/defence
mechanism. DIS is considered to be an expected response to overwhelming traumatic material
(Beaulieu, 2004) and for young children, even more so due to the fact that they tend to be enthralled
in a fantasy world (Levine & Kline, 2007). This might then explain the high number of participants
who dissociated during the session. DIS was noted in seven of the twelve children during the
session. When a child states that he/she does not experience anything in any of the senses, the
possibility of DIS should be explored (Struwig, 2008). However, the therapist should be able to
determine whether the child is really experiencing nothing and/or dissociating. Struwig (2008)
suggests asking the child whether or not he or she is still mentally at the scene of the trauma, for
example the accident scene, and then urging him/her to remain in touch with that experience. Seven
children responded that they were not mentally present at the scene of the trauma when the
researcher tried to determine whether the child was dissociating. Respondent 7 actually expressed
that she avoided thinking of the traumatic incident, regardless of her emotional distress during
certain eye movements.
55
4.4.2
Theme 2: Management of Strong Reactions
Three of the respondents exhibited strong emotional reactions during the EMI. However, this is
expected because the strong reactions are actually re-experiences of strong reactions experienced
during the traumatic event (Beaulieu, 2004). The researcher identified the following effective
techniques to manage strong reactions during the EMI.
•
Limiting Exposure
Respondent 1 was diagnosed with cancer and found the diagnosis and treatment very traumatic.
During the EMI he experienced intense emotions and at some stage even started crying. These
reactions were triggered during movements in the lower area of the visual field. In order to prevent
Respondent 1 from being overwhelmed and possibly dissociating, the researcher reduced the
amount of movements in each segment from five movements to three. Additionally, when it was
noted that Respondent 1 became overwhelmed, the researcher focused on areas in the visual field
that were more comfortable for him. This seemed to calm him and allowed the integration of the
memories to take place. Beaulieu (2004) is supportive of this and states that once the traumatic
memory is activated, repeated exposure to the traumatic memory holds no benefit to the client.
•
Empowering the Client
Respondent 9 was in a motor vehicle accident. Her father died on the scene as she held him in her
arms. At some stage during the EMI session, Respondent 9 complained about her neck being so stiff
that she could not move it. This was a body memory of the neck brace that she wore after the
accident. In order to communicate to her body that she was now safe and healthy, the researcher
asked her to move her neck gently from side to side. The purpose being, as described by Beaulieu
(2004), for the effects of the remembered movements of the neck to “block” remembered restraints
from the accidents. The constant reminder to the respondent to move her neck helped her to stay
connected to the experience. After repetition of a few movements, Respondent 9’s distress levels
decreased.
Respondent 2, a cancer patient whose chemotherapy experience was traumatic, complained about
getting a “bad” taste in his mouth during certain movements. The gustatory memory of his
medications appeared to distract and overwhelm him. The researcher empowered him by handing
him an empty glass and telling him to spit in it whenever he had the bad taste. This seemed to work
as he managed to continue with the sessions after “spitting”.
56
The above-mentioned techniques were helpful in managing the respondents’ strong reactions. These
techniques assisted in integrating and processing the traumatic material.
4.5
Summary
The previous section included an analysis and triangulation of the quantitative and qualitative data.
By using a mixed methods approach, a wide range of data was collected and provided the
researcher with the opportunity to answer the research question. All of the objectives were reached
in order to meet the goal of the study, which was to explore the usefulness of EMI with children in
early childhood.
In conclusion it would appear that EMI is a useful intervention strategy for addressing different
trauma symptoms in young children. According to the findings, there were a significant decrease in
the ANX, DEP, ANG, PTS-I, PTS-AV, PTS-AR, PTS-TOT, DIS and SC symptoms of the
respondents.
From the results of the analysis, conclusions and recommendations was drawn and is discussed in
the following chapter.
57
Chapter 5: Conclusions And Recommendations
5.1
Introduction
As mentioned in Chapter 1, trauma is an vivid reality in South Africa. With the high number of
reported cases of violent crime in South Africa, it is expected that many children might be exposed
to traumatic events. The aim of this research was to determine whether or not EMI can be useful in
treating trauma in early childhood. The purpose of this research was to add to the existing
knowledgebase regarding the treatment of trauma in early childhood. As stated earlier, children in
early childhood lack the verbal ability to express their experiences. This often proves challenging in
talk therapies. Therefore, therapy techniques that do not rely on verbalisation are required to assist
children exposed to trauma in this developmental phase.
This study posed to answer the question of whether EMI is a useful intervention strategy for the
treatment of trauma in early childhood. The research process was documented in Chapter 1,
followed by a literature study in Chapter 2. In Chapter 3, an outline of the methodology followed
was provided, thereafter a discussion of the results followed in Chapter 4. In this chapter focus is on
the conclusions and limitations of the study.
5.2
Main Conclusions
As mentioned before, the student replicated Struwig’s (2008) methodology, but with a younger
population. For this reason, the conclusions drawn from the study, will be divided into similar
categories as provided by Struwig (2008). These include methodological conclusions and contextual
conclusions. Methodological conclusions focus on conclusions regarding the research methods that
were followed. The contextual conclusions focus on the utilisation of EMI with young children.
5.2.1
Methodological Conclusions
A mixed method approach, using both quantitative and qualitative research methods, were followed
in this study. The quantitative and qualitative data were collected simultaneously, implying that
both quantitative and qualitative tools were executed at the same time. The mixed methods
approach allowed for the triangulation of the data and so ensured the researcher’s confidence in the
results. It can therefore be concluded that this approach was successfully implemented.
Furthermore, the research met all the objectives of the study set out in Chapter 1. The TSCYC was
completed by the twelve children’s parents/caregivers prior to the EMI session. A single EMI
58
session was conducted with the twelve children. Two weeks after the session, the TSCYC was
completed again to determine whether or not there was a reduction in trauma symptoms. A followup interview was simultaneously conducted with the parents/caregivers in order to gain in depth
information regarding their perceptions of the reduction of the symptoms. Throughout the data
collection process, the researcher kept a journal to record her own observations and experiences.
Recommendations are made later in this chapter, based on all the collected data.
The conclusion is that the mixed method approach allowed for triangulation of data and contributed
to answering the research question.
5.2.2
Contextual Conclusions
There are two contextual conclusions that can be drawn from this study. The first relates to the
effectiveness of EMI to reduce trauma symptoms for children in early childhood, the second relates
to clinical issues regarding the implementation of EMI with younger children.
5.2.2.1 Effectiveness of EMI
•
The findings of the TSCYC suggest a significant reduction (pre-test (Md=65,42) to the post-test
(Md=48,67) (p=0,0055), with a significant effect of change in the respondents’ ANX levels.
This reduction in ANX levels was also supported by the interviewing data where eleven of the
twelve caregivers/parents also experienced a reduction in the ANX levels of the respondents.
•
It is apparent that EMI reduced the depressive symptoms of the respondents (pre-test
(Md=61,08) to post-test (Md= 51,67) (p=0,0025). The qualitative data supports this finding
since ten of the twelve caregivers/parents also reported a decrease in depressive symptoms.
•
According to the TSCYC results, the ANG levels of the respondents have also reduced (pre-test
ANG (Md= 58,33) and post-test ANG levels (Md=48,00) (p=0,003). This reduction is
confirmed by the interview results that indicated that ten of the twelve caregivers/parents
experienced a reduction in the respondents’ ANG symptoms.
•
There is evidence that EMI has reduced the PTS levels of the children. All the sub-categories of
PTS-I, (pre-test (Md= 67,08) to post-test (Md= 54,42) (p=0,017), PTS-AV, (pre-test (MD=
72,50) to post-test (Md=55,17) (p=0,009), PTS-AR (from pre-test (Md=60,33) to post-test (Md=
48,75) (p=0,004) and PTS-TOT pre-test (Md=68,57) to the post-test (Md=52,50) (p=0,0015)
have reduced with significance. This reduction is supported by the qualitative data where all of
the parents/caregivers reported a reduction in the above symptoms.
•
According to the TSCYC findings and the interview data, the DIS levels of the respondents
have reduced significantly pre-test (Md= 57,58) and post-test (Md=52,50) (p=0,049). However,
59
three parents/caregivers reported on the TSCYC and during the interview that the respondents’
symptoms remained unchanged.
•
Finally, the TSCYC results indicate that there was a significant reduction in the SC behaviours
of the children, from pre-test (Md=55,58) to post-test (Md=41,33) (P=0,051). This correlates
with the interviewing data. Important to mention is that eight of the parents/caregivers indicated
that the level of SC behaviour remained unchanged. However, these eight parents/caregivers
mentioned that prior to the EMI no SC behaviour was present. This could explain their response
that the levels remained unchanged.
In conclusion it appears that EMI significantly reduced trauma symptoms in all twelve respondents,
as indicated by the TSCYC.
5.2.2.2 Clinical Issues
During this study, two additional themes related to the EMI procedure were identified namely the
challenges experienced and the management of strong reactions by the participants.
Challenges experienced
Many of these challenges can be ascribed to the developmental phase of the children, while others
can be ascribed to defence mechanisms that were employed as a way of coping with the traumatic
experiences. The children in the study are in the early childhood phase of development. Children in
this phase of development have a short attention span and require visual/auditory stimulation in
order to remain focused (Papalia et al., 2008). Therefore the researcher added a finger-puppet in
order to keep the children interested, and shortened the duration of the sessions to between 15 and
20 minutes. Also, young children have a limited vocabulary (Papalia et al., 2008), which meant that
the researcher had to determine what the participants’ verbal cues (trauma words) were.
DIS was also a predominant challenge during the EMI. Seven of the twelve children dissociated
during some stage of the session. The researcher dealt with this by urging the participants to stay
connected to their experience. Despite their distress, the participants stayed connected to their
experiences and allowed for the integration and processing of the trauma memories to occur. All of
the participants expressed that their level of distress lowered after the EMI session.
Management of strong reactions
During the sessions some of the children experienced somatic/bodily reactions such as stomachaches. These reactions however diminished as soon as the trauma was integrated. With regard to the
60
second theme of managing strong reactions during the session, Beaulieu (2004) suggests three
techniques. The researcher however felt that for this study, only the two techniques of limiting the
exposure to the traumatic experience and empowering the client were relevant.
Consequently, it can be said that EMI reduces trauma symptoms in young children and is also a
useful intervention strategy for working with young children.
5.3
Limitations of The Study
Like many other research studies, this study also has certain shortcomings that arose during the
process.
i)
The researcher believes that language and cultural factors may have influenced some of the
African parents/caregivers’ answers. The researcher experienced that many of the African
parents/caregivers were not familiar with certain terms of the TSCYC, for example DIS.
Furthermore, the researcher believes that due to cultural issues some parents/caregivers did not
respond honestly when it came to aspects related to SC. Thus, it is recommended that the exact
meaning and sought-after behaviours that would be categorised under the term of SC be explained
in more detail.
ii)
The study was a small-scale exploratory study, hence a larger experimental design that
includes a control group would be required to determine a definite conclusion regarding the
effectiveness of EMI in reducing trauma in early childhood.
iii) Due to the two-week time frame of the study, all other variables that may have influenced the
results could not be excluded. Many of the participants were still in the process of chemo-therapy.
Aspects like the associated medication and how it influenced the limbic system (emotional
behaviours) could not be ruled out.
5.4
Recommendations
The following recommendations are divided into two categories, namely recommendations for
social work practice and recommendations for future research. These recommendations are based
on insights gained during the process of this study.
61
5.4.1
Recommendations for Social Work Practice
As previously mentioned, trauma can be caused by various experiences, including natural disasters,
violent crime, and illness. This implies that there are many different ways that children may be
exposed to traumatic events. With young children especially, dealing with trauma is challenging for
the social worker due to the young child’s limited vocabulary (O’Tool & Chiat, 2006). EMI is
recommended as an intervention strategy for social workers in a wide variety of settings. This brief
intervention strategy can lighten the social workers’ heavy caseloads, and can also provide social
workers with an effective strategy to assist young children suffering from trauma.
EMI is a brief intervention strategy that will allow social workers to offer more services in a shorter
amount of time, therefore allowing them to attend to more cases in a shorter period of time. This
will result in a significant amount of services being rendered to families and communities,
contributing to the overall mental health of the country. Additionally, EMI can be implemented by
social workers in a variety of settings, for example, educational social workers, and social workers
in the employ of the South African Police Services.
The fact that EMI does not rely on the verbal ability of the child, enables social workers to employ
this strategy with young children. Social workers often feel inadequate or incompetent to deal with
young children effectively due to their limited verbal ability and comprehension (De Young,
Kenardy & Cobham 2011; Lochat & van Niekerk, 2000). With EMI, young children will not be
overlooked but effectively assisted to deal with their traumatic experiences.
However, of prime importance is that social workers receive the proper training and supervision in
order to implement EMI. This will allow the social worker to effectively deal with challenges that
may arise during the EMI session. Training in the technique will also enable the social worker to
determine whether or not a child could be a candidate for EMI treatment. According to Beaulieu
(2004), not all children are candidates for EMI, for example,) children who have been diagnosed
with epilepsy, Attention Deficit Hyperactivity Disorder (ADHD), schizophrenia, and DID, etc. may
not be suitable candidates, and a social worker with the appropriate training will be able to
determine whether EMI is the most appropriate intervention. The influence of certain aspects such
as mental status and medication should be considered. Beaulieu (2004) supports appropriate
training and adds that the integration process may be interrupted if certain aspects or situations are
not dealt with correctly during the EMI session.
62
For the purpose of this study, the researcher did not have a therapeutic relationship with the
respondents prior to the EMI session. This was a necessary factor to avoid and eliminate the
possible therapeutic effect of such a relationship on the results of the study. However, the researcher
does recommend an established relationship between the social worker and client prior to the EMI
session in normal clinical practice. This may add depth to the session and may help the client to feel
comfortable, prepared, and secure during the EMI session. Hence, this might possibly eliminate the
clients’ defence mechanisms.
5.4.2
Recommendations for Future Research
The goal of this study was not to evaluate the effectiveness of EMI, but rather to determine the
usefulness of this technique with younger children. Due to the positive findings of this study, a
thorough evaluative study of EMI is recommended. Such a study could then incorporate a control
group with members who do not receive EMI, or who get an alternative form of trauma counselling.
This will be helpful in eliminating other possible variables that might contribute to the reduction of
the symptoms.
For future research it may be interesting to determine whether or not cultural or gender factors
influence the results in terms of the effectiveness or usefulness of EMI. From the results in this
study, there do not appear to be any cultural or gender influences, except for TSCYC terminology.
However, due to the small sample of this study, this may not be a completely accurate
representation.
Literature supports that trauma has a significant impact on the developing brain (Kubeka, 2008;
Sternberg, Lamb, Guterman, & Abott, 2006; Weber & Reynolds, 2004). Although there are
hypotheses regarding how EMI ‘works’ to reduce trauma symptoms, exact evidence to support
these hypotheses remains lacking. A study that utilises brain imaging pre- and post-treatment could
be useful to determine the neurobiology of EMI.
From this research it was determined that EMI can be utilised to reduce trauma symptoms in
children between the ages of five to seven years, despite their lack of verbal ability. It may be
interesting to research whether or not EMI can be utilised with an even younger age group.
For this study, the short-term decrease of symptoms was measured. Whether the decrease in
symptoms will change over time is undetermined, therefore a follow-up study to determine the
long-term improvements of EMI is recommended.
63
5.5 Final Conclusion
The researcher is of the opinion that EMI is an effective strategy for the treatment of trauma in early
childhood. This study has assisted in both the personal and professional growth of the researcher.
The researcher is passionate about working with children and adamant to continuously stay up to
date with the most recent practices in child mental health. The study did not only empower the
researcher to gain in depth insight into the inner workings of a child’s brain and development, but
has also allowed the researcher to experience how traumatic experiences can alter a child’s
functioning. This experience has placed a responsibility on the researcher to always look out for the
vulnerable and be their voice of hope. With this newfound passion the researcher believes that she
will be more in tune to her clients and more adamant to facilitate change within their environments.
This study and the children involved in this study, will always remain in a special place within the
researcher’s inner being. Every child deserves to grow up to their full potential. The researcher
believes that this study will help not only her practice, but also other health care professionals to
understand how traumatic experiences influence the developing brain and to offer every child the
best service possible.
Although further research is required to strengthen the evidence base of EMI, the researcher is of
opinion that this technique should be promoted. By providing training in EMI for more health care
professions, a greater amount of children suffering from trauma can be reached, contributing to the
overall mental health of the country.
64
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Appendixes
APPENDIX A: PARENTAL CONSENT FORM
PARENTAL CONSENT FORM
TREATING TRAUMA IN EARLY CHILDHOOD BY UTILISING EYE MOVEMENT INTEGRATION
THERAPY (EMI)
Researcher:
Charmaine van der Spuy, social worker.
Purpose of study:
Part of fulfilment for Master’s Degree in social work [M.A. (Soc.Sc) Clinical].
Institution:
University of Johannesburg
Supervisor:
Ms Laetitia Petersen
Dear Parent/Caregiver,
You and your child are being asked to participate in this study on treating trauma in early childhood through the
utilisation of Eye Movement Integration Therapy (EMI). EMI is a neurotherapy and a useful treatment for trauma
symptoms. In South Africa with the unique challenges, trauma has become an expected part of life. Children in early
childhood are especially vulnerable as trauma in early childhood may have an impact on their developmental processes.
Furthermore, treating trauma in early childhood has been challenging, as these children do not possess the verbal ability
required in most talk therapies. It is therefore important to explore options and treatments that do not rely on verbal
ability in order to assist children in early childhood who has been traumatised.
The goal of this study is to explore whether EMI can be utilised in the treatment of trauma experienced during early
childhood. EMI is a brief therapy that uses eye movements in order to access traumatic memories that are stored in the
brain. The criteria for this study is children between the ages of 5-7 years, who have experienced a traumatic event 4-6
weeks ago and is now presenting with trauma symptoms.
If you agree to this study you will be asked to complete the Trauma Symptom Checklist for Young Children (TSCYC).
Thereafter I will conduct a single EMI session with your child. The session will be approximately 15-30 minutes.
Then, 2 weeks after the EMI treatment, you will complete the TSCYC again in order for me to determine whether there
has been a change in symptoms. I will then also conduct an interview with you in order to explore your perception in
the change of symptoms.
The only risk involved in this study for your child, is the possibility of experiencing some discomfort directly after the
treatment, due to the sensitive nature of the information. This is a normal reaction, as the trauma is being integrated and
processed for the following 2 weeks after the treatment. Please note that participation is completely voluntary and may
be withdrawn at any stage with no penalties or consequences. Also, if your child may require further treatment after the
study, I will provide the needed therapeutic services at no cost.
80
All information will be kept confidential and a coding system will be used in order to protect you and your child’s
identity. Even though the sessions will be tape recorded, it will only be used for the research study and will be deleted
at the completion of this study. The data gathered will be published in reports, presentation and publications but you or
your child will not be individually identified .
If you have any question now or during the study, please feel free to contact me at the following numbers or e-mail
address:
012-998 6661 / [email protected]
I………………………………………………….herewith agree to both my child and my participation in this
study. I understand the proses to be followed and all my questions have been answered. I understand that my
participation is voluntary and that I can witdraw at any time. I have received a copy of this form.
Please check the box that applies:
□
My child may be tape recorded
□
My child may not be tape recorded
_______________________
_______________________
Name of Parent/Guardian of participant
Signature of Parent/Guardian
_____________________
Date
81
APPENDIX B: CHILD ASSENT FORM
CHILD ASSENT AGREEMENT FORM
“My name is _____________________________________________________________________________
I am doing a study to learn how Eye Movement Integration Therapy (EMI) can be used with young children who has
experienced trauma. You are being asked to take part in this study as you are between the ages of 5-7 years and have
experienced a traumatic event 4 weeks ago.
If you take part in this study, the following will happen:
•
“I will complete a checklist with your parent/caregiver to see if you experience symptoms of trauma,
and how intense these symptoms are if present.
•
Directly thereafter you and I will do the EMI session. This will take approximately 15-30 minutes,
but can be longer or shorter.
•
2 weeks after the session your parent/caregiver will complete the checklist again.
•
I will also conduct an interview with your parent/guardian/housemother after our session to explore
his/her perception of the change in symptoms.”
Initially after our session you may feel worse than you did before. This is normal as the trauma memory takes two
weeks to be processed and integrated. You are welcome to talk this over with you parents or to ask me any questions
before you decide to participate. If you parents agree to the study, you are still able to decide not to participate. If you
decide against participating or withdraw at any time during the study, there will be no penalty.
Information to contact me:
Charmaine van der Spuy: 012 9986661 or email me [email protected]
If you sign this form it means that you agree to participate in this study. Both you and you parents/caregivers will
receive a copy of this form after you sign it.”
Name of Child (please print)
Signature of child
Date
Name of Researcher
Signature of researcher
Date
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APPENDIX C: INTERVIEW SCHEDULE
ANXIETY
Although some worrying is part of normal development it becomes problematic when it tends to be excessive and
uncontrollable. Anxious children often seem tense, irritable and more emotional than other children. Anxiety can take
on a variety of forms from general to more specific. Some symptoms or behaviours that may be indicative that your
child is anxious include:
•
“Feeling afraid something bad might happen
•
Getting scared all of a sudden and don’t know why
•
Scared of men/women
•
Feeling stupid or bad
•
Feeling nervous or jumpy
•
Being afraid of the dark
•
Worry about things
•
Is afraid that somebody will kill him/her” (Briere & Scott, 2006, p. 33).
What is your experience of your child’s symptoms of anxiety;
PRE INTERVENTION
VS
POST INTERVENTION
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
DEPRESSION
Depression is often associated with excessive feelings of sadness and an unhappy mood.
Some indications of
depressive symptoms include:
•
“Feeling lonely
•
Feeling sad or unhappy
•
Crying a lot and inappropriately
•
Hurting him/her or talking about hurting him/herself
•
Feeling like he/she did something wrong
•
Feeling nobody likes him/her
•
Have feelings of killing him/herself ” (Briere & Scott, 2006, p. 33).
What is your experience of your child’s symptoms of depression;
PRE INTERVENTION
VS
POST INTERVENTION
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
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ANGER
Anger as a symptom of trauma is often associated with irritable , hostile or aggressive behaviours. Some behaviours
indicative of anger include:
•
“Arguing to much
•
Break things unnecessarily
•
Want to hurt others or hurting others
•
Getting into fights
•
Feelings of hatred and being mad
•
Aggressive” (Briere & Scott, 2006, p. 33).
What is your experience of your child’s symptoms of anger;
PRE INTERVENTION
VS
POST INTERVENTION
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
POSTTRAUMATIC STRESS
The criteria for PTS require direct or indirect exposure to a traumatic event where the child reacts with intense fear and
where his/her coping mechanisms are rendered ineffective. Signs and behaviours that indicate PTS include:
•
“Get bad dreams of nightmares
•
Scary ideas or pictures pops in his/her head
•
Flashbacks of the traumatic experience/s
•
Try to avoid certain aspect that reminds him/her about the trauma e.g. does not want to go to a
shopping mall
•
Gets startled easily
•
Struggle to concentrate” (Briere & Scott, 2006, p. 33).
What is your experience of your child’s symptoms of PTS;
PRE INTERVENTION
VS
POST INTERVENTION
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
DISSOCIATION
“Dissociation is when there is a disruption in memory, consciousness, identity and/or the child’s perception of his/her
environment. It can also manifest in disturbances of sensation, movement and other bodily functions. Behaviours that
may indicate dissociation include;
•
Pretend to be someone else
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•
Feeling dizzy
•
Feeling that things are not real
•
Forgetting and can not remember things
•
Say that feels that he/she is not in his/her body
•
Daydreaming more than previously
•
Try not to feel or think “(Briere & Scott, 2006, p. 33).
What is your experience of your child’s dissociation;
PRE INTERVENTION
VS
POST INTERVENTION
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
SEXUAL CONCERNS
Many children, especially those exposed to sexual abuse/rape, develop certain concerns regarding sexuality and sexual
issues. These concerns may vary from distress about sexual issues to preoccupation with sex. Signs and indications of
sexual concerns include:
•
“Think a lot about having sex
•
Touching private parts a lot
•
Think about touching other people’s private parts
•
Getting scared or upset when I think about sex or if others talk about sex
•
Talk a lot about sex “ (Briere & Scott, 2006, p. 33).
What is your experience of your child’s sexual concerns;
PRE INTERVENTION
VS
POST INTERVENTION
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
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ANNEXURE D: JOURNAL ENTRIES
Participant 1:
He is a 6-year-old white male. He was diagnosed with cancer and found the diagnosis,
hospitalisation and treatment traumatic.
Trauma words: “Die hospital met dokters, naalde en pyn.”
He is a beautiful boy with lots of energy. His hair has only started to grow back and his head is still
patchy and bold. I cannot deny the sudden sadness that I feel. I explain the process to him and he
follows the puppet well. He measures his level of distress at a 9 out of 10 as we start. I notice that
whenever I do movements in the bottom right quadrants (from my viewpoint), he breaks eye
contact. I see that when I make small movements with the puppet he follows the movements easier
in those uncomfortable areas. After the session I found out that he got his injections and
medications in his left arm. This may explain his distress in the bottom right quadrant (from my
viewpoint). As we came closer to the last few movements his distress had visibly reduced. He was
less fidgety and his body less tense. He measured his level of distress at a level 3.
Modality in which the trauma was stored
Experience
Visual
He would only answer that he saw images of
the hospital. As his distress levels reduces,
this image changed to him playing outside.
Participant 2:
He is a 7-year-old white male who was diagnosed with cancer. The diagnosis and treatment of the
cancer was very traumatic for him. He associated his cancer with stomach pain as he mentions that
he felt sick one evening and had a stomach-ache. He was then taken to hospital and diagnosed with
cancer.
Trauma words: “The cancer in my tummy and the hospital filled with pain”
As our session began he looked very uncomfortable and distressed. I tried to ease his anxiety by
explaining what will happen. This seemed to calm him down a bit. He indicated that his level of
distress was at a 7 out of 10 as we began. Initially he struggled to follow the movements and I had
to repeat the instruction and movements. From his body language I could see that he was tense and
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very distressed. He complained about stomach-ache whenever I did movements in the lower
quadrants, and even started crying from pain. I paused the movements and focused on some
resource activation in order for him to ground and stabilise. This seemed to work well. I ascribe
meaning to his intense stomach-ache as a psychosomatic expression of the traumatic memory of his
diagnosis. Perhaps his brain has stored the fragmented trauma information in his body which is
leading to his somatic experiences. After the resource activation I continued with the movements
and his distress seemed to lower. He measured his level of distress to a 3 as we terminated.
Modality in which the trauma was stored
Experience
Visual
He would see an image of him going to the
hospital for the first time, in a lot of pain
due to his stomach-ache.
This image
changed to him seeing himself as a healthy
boy going to school.
Tactioception
He
initially
presented
with
extreme
stomach-aches. As the treatment continued
his pain faded.
Participant 3:
He is a 5-year-old white male who was attacked by a wild baboon. Ever since the attack he became
very aggressive and avoids wild animals.
Trauma words: “ Die groot bobbejaan wat op my afstorm.”
His attention was limited and during the beginning of the session he kept asking irrelevant
questions. I contained the situation by explaining to him that this session was in order for me to
gather information on how people like me could help children like him to overcome bad things that
happened to them. After this he managed to stay focused. As we started our session he indicated his
level of distress as a 8. When asked about his experience after each movement, he repeatedly
expressed hearing the baboon “screaming”. He also stated that he saw the baboon running towards
him. He avoided the bottom left quadrant. I moved through this area slowly as an attempt to help
him process. As we came closer to the end of the session, he indicated that his distress lowered to a
4.
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Modality in which trauma was stored
Experience
Visual
He expressed seeing an image of the baboon
storming towards him. As the session came to
an end, this image changed to him playing in
a field with a horse.
Auditory
He expressed that he heard the sound of the
baboon “screaming” as he stormed towards
him. This sound disappeared towards the end.
Participant 4
Participant 4 was a 5-year-old Zulu speaking male who was physically abused by his biological
mother. His aunt accompanied him to the session.
Trauma words: “The blood on the floor after my mommy hit me.”
His English vocabulary was very limited and initially I did not think he would be an ideal candidate.
I however decided to keep this participant since it would be interesting to see whether his lack of
vocabulary would negatively influence the results. EMI is promoted as a neurotherapy and not a
talk therapy, therefore I wanted to see whether I could substantiate this statement with my findings
with participant 4. In retrospect as I looked at Participant 4’s findings from the TSCYC pre and post
test, I was surprised to see that his symptoms have decreased. So despite my initial thoughts that
Participant 4’s treatment may be unsuccessful due to his limited vocabulary, there was indeed a
reduction in his symptoms.
As with the other participants, I had to help him formulate his trauma words. He indicated that his
level of distress was a 9 when we started, and by the end it was down to a 4. Because of his limited
vocabulary, he did not give any responses after each segment of movements.
Although he effectively followed the puppet with his eyes, I did not think the session would be
effective. But as the results indicated, his symptoms did decrease.
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Participant 5
Participant 5 and 6 are twin brothers. They are 6-year-old African males. Both have been sexually
abused by their biological parents and placed in the care of their aunt. As we started the session
participant 5 indicated that his level of distress was at an 8. Later this lowered to a 4. He tracked the
movements well. During movements in the top quadrants he expressed seeing an image of his father
pushing him to the ground. He later also mentioned hearing his brother scream. From his body
language I sensed that he was angry. This reaction surprised me as I would have thought that he
would have been scared of anxious instead. This just made me realise that every individual react,
interpret and process trauma uniquely. Both the images and sounds disappeared later on.
Modality in which trauma was stored
Experience
Visual
He saw an image of him being pushed to the
ground. This image changed to him playing
with his brother.
Auditory
He
heard
his
brother
screaming.
This
disappeared to the end of the session.
Participant 6
Trauma words: “ My mother has left me.”
I sensed that he was the more sensitive one of the brothers. According to his aunt, he is a sweet
child but his sightings of his deceased mother have been scaring his peers, which results in them
isolating him. He did not have any difficulty with tracking the puppet. He indicated his level of
distress at a level 8 and it later lowered to a 4. He did not verbalise any experiences but showed
discomfort and distress in the top left quadrant.
Participant 7
Trauma words: “Blood on the ground after dad hurt mom and me.”
She is a 7-year-old white female. As we started she indicated that her level of distress is 7. This
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lowered to a 3. Soon after we began I noticed that she struggled to stay focused. I realised that by
moving the puppet and therefore animating it, she appeared to stay focused for longer. She
mentioned seeing an image of her face being swollen and her lip bleeding. This image later changed
to her playing at school.
Modality in which trauma was stored
Experience
Visual
She saw an image of her swollen face and
bleeding lip. This image later changed to a
happier image of herself playing at school.
Participant 8
A 6-year-old white female. She lost her mother due to illness.
Trauma words: “My mom lying in the hospital bed, skinny and pale.”
As the session started she became very emotional as the trauma words were repeated. Her eyes
filled with tears and her shoulders drooped. As the session progressed she appeared to react less
emotional to these words. She measured her level of distress as an 8. She struggled to stay focused
but I found that she tracked the puppet easier if I moved the puppet slightly to make it appear as if it
was real. She showed discomfort in the bottom two quadrants. She mentioned seeing an image of
her mother lying in the hospital looking very skinny and pale. As the session came to an end this
image changed to an image of her mother looking healthy and running in a field. As the session
terminated she measured her distress level as a 3.
Modality in which trauma is stored
Experience
Visual
Saw her mother lying in the hospital bed looking
pale and skinny. This image later changed to her
mother looking healthy and running through a field
laughing.
Participant 9
Trauma words: “My dad is dead. No one could save him”.
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She is 7-year-old white female. Her father died in a motor vehicle accident. She was on the scene of
the accident where he died in her arms. As I listened to her telling me her story, I could feel my own
feelings of sadness. I took a deep breath and reminded myself that this was her feeling being
projected onto me. Since this is not a therapeutic session, I did not comment on the projection but
rather focused on explaining the procedure to her. As we began she measured her level of distress at
a level of 10. At the end this score has lowered to a 5. She tracked all movements very well.
Movements in the bottom right quadrant appeared to bring forth discomfort. It was evident in her
facial expression, however she did try and compose herself after each reaction. She expressed some
experiences in many modalities:
Modality in which trauma was stored
Experience
Visual
She expressed seeing an image of her father lying
in her arms, covered in blood. This later changed to
him sitting in heaven watching her and smiling at
her.
Auditory
She expressed hearing the ambulance siren. This
sound later disappeared.
Tactioception
She expressed during some movements in the
bottom quadrants that her neck was feeling stiff and
she could not move it. I did some resource
activation and asked her to move her neck from
side to side. This was again a possible somatic
symptom. It could be that her body was
remembering how she held her father at the scene
of the accident and how her neck was in an
awkward position then. The stiff neck disappeared
during the end of the session.
Participant 10
Trauma words: “The hospital, needles and machines”.
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She is a 5-year-old African female. She was diagnosed with cancer and found the treatment
traumatising. She measured her levels of distress at a 8 and by the end this lowered to a 3. Although
she tracked all the eye movements she did not engage in much verbal communication. She did show
discomfort in the bottom right quadrant but did not verbalise her experiences.
Participant 11
Trauma words: “The scary hospital and doctors”.
A 6-year-old African female who was diagnosed with cancer. As we started she measured her level
of distress at a level 9. This lowered to a level 4 as we terminated. She did not show any difficulty
in tracking the movements. She did however during some movements in the top quadrants, slightly
trembled as if in shock. She did not however verbalise any of these experiences. I wonder if she
struggled to find the words to express these experiences? I did however notice that these trembles
disappeared to the end of the treatment.
Participant 12
Trauma words: “The boy who pushed me to the ground and forced me to lick his
private parts”.
She is a 5-year-old African Female who was sexually abused by a peer in her school. Her parents
described her as “a sweet little girl” but her sexual preoccupation worried them and the school
immensely. The child had a limited English/Afrikaans vocabulary and I had to ask her mother to
translate. She then seemed to understand the concepts. As we began her level of distress was
measured as a 6. At the end of the treatment it has lowered to a level 4. She struggled to verbalise
her experiences though. She did however break eye contact in the bottom quadrants. She did
mention to her mother that she heard the boy’s voice laughing. This did not happen again.
Modality in which the trauma was Experience
stored
Auditory
She heard the perpetrator laughing. This happened
only once.
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APPENDIX E: ETHICAL CLEARANCE
The Faculty of Humanities
Academic Ethics Committee
University of Johannesburg
7th March 2014
Ms Laetitia Petersen (Supervisor)
Department of Social Work
Faculty of Humanities
University of Johannesburg
ETHICAL CLEARANCE
Title of research: Treating Trauma in Early Childhood by Utilising Eye Movement Integration
Therapy
Student name: Mrs C Van der Spuy
Student No. 201309510
Dear Ms Petersen
It is the judgement of the “Faculty of Humanities Academic Ethics Committee” that the research proposal,
and the relevant documents submitted to us in support of a request for Ethical Clearance, has clearly
indicated that the standard practice of ethical professionalism will be upheld in the research.
From a research ethics point of view, the Faculty of Humanities Academic Ethics Committee therefore
endorses the proposed research.
Yours sincerely
Professor Zelda G Knight
Chair: Faculty Ethics Committee
CC: Chair of HDC, Professor A Van Breda
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APPENDIX F: EMI TRAINING CERTIFICATES
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